Ensino de história, currículo e formação de professores: projetos e ações de implementação da Lei Federal 10.639/03 (Marabá/PA, 2003 a 2019)

Abstract

This research presents projects and actions carried out by the Municipal Education Department of Marabá - PA regarding the implementation of Federal Law 10,639 between the years 2003 to 2019, in the teaching of History, especially about the segment described as Elementary School II. In order to identify these activities, reflecting on the political responsibility of the municipality, advances and gaps in the process of implementing the legislation. This investigation was carried out through the analysis of written documents (produced by the Municipal Department of Education) and oral documents (interviews and informal conversations). About documents, we analyzed the Curriculum Proposals of the municipality (from 2006 and 2019, PME, Summary of Training History, project, reports, folder/file, notebooks related to NUPED, guidelines and training reports and management produced by the training team/Secretariat of Education). To foster the discussion, we turned to authors who made a decolonial analysis possible, such as: Hooks (2013), Negreiro (2017), Coelho and Coelho (2018), Quijano (2009), Fanon (1968), Santos (2009), Rascke (2021), Amador de Deus (2012), Gomes (2017 and 2018), Maldonado-Torres (2018) Walsh (2013). Some questions were important to carry out this research: What are the actions and policies for the implementation of Federal Law n. 10,639 did the Municipality of Marabá implement between 2003 and 2019? Has SEMED been mobilized to create measures/programs that guide teacher training actions and other dimensions to implement these policies? Also, according to the guidelines of the Opinion of the National Council of Education, n. 003/2004, can we reflect on what is the responsibility of the municipality in this process of implementation? When reflecting on the responsibility of the municipality/SEMED in the process of implementing Federal Law 10,639, we found that it did not concretely demonstrate commitment to implementing it. The municipality did not create any device/policy that would guarantee its applicability. However, activities were carried out through the training of History teachers, that is, the teachers held discussions, seminars, lectures including university professors, leadership of the black movement, among others. Regarding the Curriculum Proposals of 2006 and 2019, the legislation relevant to the debate appears only in the latter, even so, without due depth.