Cultura afro-religiosa na Educação Básica: desafios na implementação da Lei nº 11.645/08 no espaço escolar

Abstract

Intolerance, as well as the persecution of religions of African origin, is still considered one of the faces of Brazilian religious racism and thus, as well as racial racism, which despite having been elevated to an imprescriptible and non-bailable crime in the 1988 Constitution, resists time and attacks our democratization process to death, even if public policies as a way to reduce intolerance against African religions have been implemented, even so, prejudice against these religions has increased considerably in recent years. Therefore, the present work demonstrates and presents the challenges in the implementation of Law n. 11.645/08 in the school space, in this sense weaves, the reflection on the application of the referred law. The law in question aims to teach the history of Afro and indigenous culture in the classroom, in accordance with the guidelines and guidelines of the Ministry of Education. In order to do so, we intend to demonstrate the lack of preparation on the part of those directly responsible for the implementation of the researched law, as well as to identify the gaps in its construction, and the denialism on the part of some education professionals who tend to maintain a colonial vision when it comes to of Afro-religious culture in basic education. With regard to methodology, our theoretical choice was decolonial thinking, as we assume that the implementation of public policies aimed at laws that can eradicate religious racism once and for all, contributes to a peaceful coexistence between students, teachers, school administrators, and responsible for the students, and thus eradicate once and for all this colonial vision that has contributed so much to the constant attacks by students and teachers, among others, against adherents of African origin religions that are part of the school community, especially teachers and students. Thus, we focus especially on the following authors: Alex Kiefer, Aníbal Quijano, Cristina Borges, Henrique Dussel, Kabemgele Munanga, Reginaldo Prandi, Walter Mignolo, In order to prove our hypothesis. The methodological procedure used in this study was documentary research, composed of official documents provided by the researched school, including textbooks, teaching plans, and the Pedagogical Political Project.