O Projeto a Cor da Cultura: a experiência educativa de implementação da legislação/alteração 10639/03 em Salvador-BA

Abstract

The main objective of this dissertation is to analyze the educational experience of implementation the A Cor da Cultura project in Salvador - BA, as one of the main actions in favor of complying with legislation/amendment 10.639/03. This study has, addition to personal, academic and professional motivations, support from the perspective of decoloniality, understanding that, for the proper rooting of the aforementioned legislation, it is necessary to break with the logic of coloniality in the Brazilian educational system. Through a qualitative approach, of a descriptive and exploratory nature, this investigation made use of the following instruments for the production of data: bibliographic research, systematic review, document analysis and semi-structured interview. Furthermore, in order to theoretically support the discussion woven in this study, we appropriate the thinking of Silva (2020) in order to reflect on the ideological performance of the school through the curriculum; Carneiro (2005) and Silva (2001) to discuss how epistemicide practices around the knowledge produced by the black community and how the existence of negative stereotypes about it in the didactic material, respectively, contributed to the reinforcement of ethnic-racial inequalities in the educational scope; Munanga (2001) in the sense of dialoguing about the need to deconstruct hierarchy myths by education itself; Gomes (2011, 2017), Saillant (2009), Nascimento (2014) aiming to understand the pre-legislation historical course, driven, above all, by the Black Movement; We also agree with Benedito’s thinking available at GIFE, 2018, when she emphasizes the silencing of legislation in the current National Common Curricular Base (BNCC) and Da Trindade (2005) to understand the importance of Afro-Brazilian Civilizing Values in education, advocated by the project. The results point to the formative efficiency of the project, reverberating in the pedagogical practices of educators and, therefore, to the relevance of perpetuating its legacy, given the contingent of teachers who did not have access in the city. They also indicate an advance in academic production on the subject in the country, however insufficiency in some regions, such as the Northeast region as well as in certain areas of knowledge, namely: Art Education and the field of exact sciences.