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As práticas pedagógicas de trabalho com rela es étnico-raciais na escola na perspectiva de Lei 10.639/2003: desafios para a política educacional e indaga es para a pesquisa Pedagogical practices with ethnic-racial relations in the school from the perspective of Law 10.639/2003: challenges for educational policy and inquiries for research

Keywords: Educa o , rela es étnico-raciais , práticas pedagógicas , Lei 10.639/2003 , education , ethnic-racial relations , pedagogical practices , Law 10.639/2003

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Este artigo discute os procedimentos metodológicos e os resultados da pesquisa nacional "Práticas Pedagógicas de Trabalho com Rela es étnico-Raciais na Escola na Perspectiva de Lei 10.639/2003". Esta investiga o, apoiada e financiada pela Secretaria de Educa o Continuada, Alfabetiza o, Diversidade e Inclus o (SECADI/MEC), em parceria com a Representa o da UNESCO no Brasil e coordenada pelo Programa de A es Afirmativas na UFMG, envolveu cinco Núcleos de Estudos Afro-Brasileiros de universidades públicas federais brasileiras e apresenta os dilemas, desafios e limites do processo de implementa o do ensino de História da áfrica e das Culturas Afro-Brasileiras nas escolas públicas e privadas da educa o básica brasileira. De maneira irregular e muito complexa, o processo de implementa o dessa legisla o - uma altera o da LDB - torna-se imprescindível para compreender os desafios da política pública em educa o e a diversidade, bem como novos elementos de análise para a pesquisa educacional. This article discusses the methodological procedures and results of the national research "Pedagogical practices with ethnic-racial relations in the school from the perspective of Law 10.639/2003". This study was supported and funded by the Secretariat of Continuing Education, Literacy, Diversity and Inclusion (SECADI/MEC) in a partnership with UNESCO-Brazil and coordinated by the Affirmative Action Program at UFMG. It involved five Centers of Afro-Brazilian Studies from Brazilian federal universities and exposes the dilemmas, challenges and limitations of the implementation process of the teaching of history of Africa and Afro-Brazilian cultures in public and private primary schools. Although irregular and complex, the implementation process of this legislation, involving a change in the LDB (Brazilian education laws), is crucial to understand the challenges and the diversity of public policies in education, as well as the new elements of analysis for educational research.

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