O movimento negro na educação brasileira e a lei 10.639/03: o contexto governamental de 1995 a 2003

Abstract

This research discusses the influence of the black movement on the federal government public policies, the strategies and actions to achieve social changes, as well as impacts on the Brazilian educational field. The research raises issues regarding the capitalist system, globalization and neoliberalism seeking to understand social relationships in the capitalist way of production, linking them with education and Social Movements, particularly the Black Movement. The reflections take into consideration authors who investigate issues on human slavery, social relations among men, the formation of the Brazilian people, social movements and their claims, explaining the contradictions made in education. From this perspective, the research aims to analyze the influence of black movements between 1978 and 2003 on the Public Policies of the Federal Government in Brazil, as well as its impact on the Brazilian educational context, such as the Law 10.639/2003. With Law 10.639/2003 the teaching of Afro-Brazilian History and Culture in primary and secondary educational schools of the country became compulsory. The Law aims to enhance the contribution and demonstrate how relevant for the history of Brazil black people have been in the social, economic and political areas. The timeframe of this survey covers the Government of Fernando Henrique Cardoso and Luiz Inácio Lula da Silva, 1995 to 2003 emphasizing in the educational policies the reflections of the black movement in the enactment of Law 10.639 in 2003 as a Public Policy of Affirmative Action. The methodology adopted for the study includes bibliographical analysis, official documents and interviews. By being aware of and appreciating the similarities and differences that are a part of the Brazilian people and resuming the historical past, this study aims at contributing to the construction of an education that seeks to promote political and social participation of all with equal opportunities, minimizing prejudice. Discussions like this are in line with studies that seek for an education system that believes in school as a changing force for those who need it, through the movement of society itself that requires it, for this to be possible and for real advances to take palce. The results showed that racism and social economic inequalities are part of a historic scenario and that its overcoming covers different actions in different sectors, among them the educational system. To attain this, historically built knowledge is an important factor for the development of society, considering in this context the political articulation between social movements and the State.