A Lei 10.639/03 e o fazer geográfico antirracista: uma análise das práticas curriculares no município de Magé–RJ

Abstract

This work investigates the curricular practices around the proposal for an anti-racist education in the teaching of Geography, focusing on the reality of implementing the subject Teaching African, Afro-Brazilian and Indigenous History and Culture (EHCAI) in the municipality of Magé-RJ. Since 2021, the city's Education Department has implemented the teaching of three Diversified Subjects: EHCAI; CDR (Citizenship and Religious Diversity) and HGTM (History, Geography, Tourism and Environment of Magé), for Elementary School students. As a geographer and teacher, I focused on the task of articulating the implementation of Law No. 10,639/2003 — which drives the EHCAI and this research — and the fields of Geographies of Ethnic-Racial Relations and Black Geographies. Relating these fields theoretically and conceptually with the agencies of the Black Movement is relevant for thinking about the spatial outline — Magé and its indigenous and quilombola geohistory — and the Magéense curricular document, especially with regard to Diversified Disciplines, as it promotes contributions to reflect and understand the prescribed curriculum and the political disputes of its elaboration, as well as the curriculum practiced, lived, which I am an active geo-body-subject. In this way, with research that is intertwined with my life as a teacher, Conceição Evaristo's literary contribution from the writings becomes a methodological route to weave a writing committed to life as a Geography teacher who teaches the diverse discipline EHCAI and its programmatic contents. As a shared experience, I carried out semi-structured interviews with teachers from the same municipal education network, asking them about their curricular perceptions. The EHCAI materializes a scenario of curricular disputes and leads us to reevaluate the role of teaching Geography in Elementary School, in the light of anti-racist educational practices and in accordance with the National Curricular Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of History and Afro-Brazilian and African Culture (2004).