Desafios e possibilidades da aplicação das leis nº 10.639/03 e nº 11.645/08 no ensino de história: um estudo no 1º ano do ensino médio da escola Maria Emília (GM3), em Autazes-AM

Abstract

This study analyzed the implementation process of Laws No. 10,639/03 and No. 11,645/08 in the first year of High School at the Escola Estadual Maria Emília Martins Mestrinho de Medeiros Raposo (GM3), located in the municipality of Autazes, Amazonas, Brazil, considering the challenges and possibilities for History teaching. The study was based on the understanding that these laws constitute important instruments for promoting the teaching of Afro-Brazilian, African, and Indigenous History and Culture, as well as for combating racism within the school context. The research adopted a qualitative approach, based on bibliographic, documentary, and field research. Data were collected through questionnaires administered to pedagogical support staff, History teachers, and first-year high school students, in addition to the analysis of the school's Political-Pedagogical Project (PPP). The results showed that the school develops actions related to the implementation of these laws, demonstrating recognition of their importance by the pedagogical team, teachers, and students. However, challenges were identified, including the need to strengthen teachers' continuing professional development, expand pedagogical resources, and further consolidate these actions within school planning. The analysis of the Political-Pedagogical Project revealed that the document includes principles related to diversity and citizenship education; however, it addresses Laws No. 10,639/03 and No. 11,645/08 only to a limited extent, without presenting specific objectives and strategies for their effective implementation. Based on the analysis conducted, it was found that the effective implementation of these laws depends on the collective commitment of the school community, the revision and updating of the Political-Pedagogical Project, and the consolidation of permanent pedagogical practices that promote an anti-racist, inclusive education committed to the appreciation of ethnic-racial diversity.