EDUCATION, CULTURAL DIFFERENCE AND EPISTEMIC DECOLONIZATION OF THE TEACHING WORK: CONTRIBUTIONS BROUGHT BY THE LAW 10.639/2003 AND 11.645/2008
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Abstract
This paper presents assumptions, perspectives and challenges facing to include the theme Afro-Brazilian and Indigenous History and Culture in teaching work. With the implementation of the Laws nº10.639/2003 and nº11.645/2008 became mandatory the execution of pedagogical practices focused on the recognition and respect for diversity and ethnic-racial difference, the overcoming of racial discrimination, which causes the reorganizing of teaching work. It analyzes the partial results of a survey conducted in public schools of Mato Grosso do Sul. We use theoretical and methodological procedures of document analysis, emphasizing interviews with teachers. The studies of Quijano (2005), Maldonado-Torres (2007), Gomes (2012), Walsh (2009), Oliveira (2012) provided the basis for theoretical perspective of analysis. Partial results indicates that teachers working, in the perspective of education for ethnic and racial diversity are still a challenge because teachers identify the purpose of the law, but don’t recognize or ignore the presence of prejudice and racial discrimination at school and coloniality of knowledge.
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