TEACHING BRAZIL-AFRICA: REFLECTIONS ON TEACHER TRAINING FOR LAW 10.639/03 IN THE DEGREE IN SOCIAL SCIENCES AT THE FEDERAL UNIVERSITY OF PERNAMBUCO
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Abstract
This article aims to reflect on the implementation of law 10.639/03 in teacher training for high school sociology at the Federal University of Pernambuco (UFPE). For this, three methodologies were used: bibliographical research that composes the theoretical and conceptual basis of this writing; a description and interpretation of what was found and the author's reflections and a brief experience report. The central argument is that, only by learning to use the Brazil-Africa relationship in a decolonized way, we could say that we are ethically putting this law into effect and broadening the paths to education for ethnic-racial relations. That said, it was possible to consider that there is a gap in the curriculum, as well as in the view that is formed on the Brazil-Africa relationship, perpetuating institutional racism and the epistemicide suffered by Afro-Brazilian and African roots.
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