The teaching of history and ethnic-racial relations: experiences of pedagogical practices in fundamental teaching

Abstract

This piece of work analyzes the pedagogical concepts and practices directed at teachers for the education for ethnic-racial relations proposed by Laws 10.639 and 11.645. Our goal is to present the results from a research that aimed at understanding, drawing on the narratives of teachers who work in the first years of primary education, the pedagogical conceptions and practices with regard to the proposal of “An education for ethnic-racial relations”. This term, introduced with the approval of Law 10.639/03 and Position CNE/CP 003/04, refers to the process of teaching and learning involving different groups in which there is an exchange of knowledge, overcoming of distrust, a joint project to build a fair and egalitarian society. According to a qualitative methodology, we resort to bibliographic analysis, observation in school context and the collection of oral narratives of teachers in order to understand their conceptions and identify, in their pedagogical practices, actions that promote the desired thinking among students. The findings point to the existence of some successful pedagogical practices, that is, diverse and planned actions by teachers who seek to create teaching and learning situations in articulation with ethnic-racial themes. The research allowed us to identify the difficulties encountered by teachers in carrying out these activities.