Educação antirracista e justiça curricular: significações de professores do ensino fundamental sobre a lei 10.639/2003

Abstract

The objective of this article is to discuss the meanings that teachers in the Languages field attribute to the inclusion of Law No. 10,639/2003 in the implemented curriculum at the Elementary School level. The theoretical framework encompasses discussions on curriculum, curricular justice, and education for ethnic-racial relations. The qualitative methodology involved interviews with teachers working in the area of languages in primary education at a municipal public school in the northeast region of Santa Catarina. The analysis, using the Methodology of Meaning Nuclei, identified two main themes: a) teacher training and knowledge about curricular changes; b) school as a place of knowledge, cultural diversity, and anti-racist education. The struggle against structural racism in Brazil is a collective responsibility. However, the study showed that institutions still reproduce inequalities, which demands an ethical and political commitment to valuing diversity and combating racism.