A IMPLEMENTAÇÃO DA LEI N.º 10.639/03 NA ESCOLA: CONTRIBUIÇÕES DA EDUCAÇÃO GEOGRÁFICA PARA UMA FORMAÇÃO ANTIRRACISTA

Abstract

This article aims to discuss, from the perspective of geographic education, a critical approach to Law No. 10.639/03, recognized as an essential legal framework for promoting racial equality and valuing Afro-Brazilian and African histories and cultures in the Brazilian educational context. The research is based on bibliographic and documentary analysis and experiences within the Institutional Program for Teaching Initiation Scholarships (PIBID), specifically in the Geography subproject of the Vale do Acaraú State University (UVA), operating at the Maria José Santos Ferreira Gomes Full-Time School, located in Sobral (CE). The study analyzed the advances, limitations, and challenges of implementing the aforementioned law, with an emphasis on building anti-racist education in the teaching of geography. The experiences indicate that, although the law represents an important advance in confronting structural racism by promoting an epistemic shift away from Eurocentric hegemony, its implementation still faces several obstacles. Among the main challenges are the marginalization of Black knowledge and contributions in school curricula, the scarcity of teacher training focused on ethnic-racial issues, and the persistence of pedagogical practices that reproduce historical exclusions. In this context, geographic education can play a strategic role in articulating scientific, academic, and everyday knowledge, contributing to the deconstruction of stigmas and the appreciation of ethnic and racial diversity in society. In this process, PIBID configures itself as a fundamental training program for the development of teaching practices that are more committed to the initial and continuing education of teachers, preparing them to act critically in the classroom and in line with the educational reality that awaits them.