O ensino de literatura afro-brasileira a partir dos documentos orientadores para o ensino médio da rede pública estadual de Goiás

Abstract

This study aimed to examine how the teaching of Afro-Brazilian literature is addressed the curricular documents of the public school system of the state of Goiás, in the secondary school stage, in compliance with the guidelines of Law No. 10.639, of January 2003. The bibliographic and documentary research, with a qualitative approach, was based on the analysis of national normative documents that the Ministry of Education guides the states of the federation and on state documents issued by the State Secretariat of Education of Goiás (Seduc-GO). At the national level, the National Common Curricular Base and the National Program of Books and Teaching Materials were researched. At the state level, the following research was carried out: the Curricular Document for Goiás, High School stage, the support material for learning recomposition called Revisa Goiás, the textbook and the Pedagogical Guidelines for 2024, part on High School. The documentary analysis was carried out in an expository manner, dialoguing with the thinking of relevant theorists who deal with the teaching of literature, studies on the curriculum, on Law 10639/2003 and mainly on the teaching of Afro-Brazilian literature. Among these authors are: Conceição Evaristo (2009); Duarte (2007, 2014); Candido (1988), Zilberman (2009); Gomes (2018), Petrônio Domingues (2008), Brandão (2007) and Eliane Cavalleiro (2024), Lopes & Macedo (2011) and Tomaz Tadeu da Silva (1995), Lélia Gonzalez (2022), Carlos Hasenbalg (2022) and Freire (2007). The research presentation is divided into three chapters. The first chapter presents a history of the Black Movement in Brazil and its importance for the enactment of Law 10639/2003. It considers the concept of Afro-Brazilian literature and its characteristics with the intention of helping in the reflection on what can be considered Afro-Brazilian literature. The second chapter proposes a reflection on the decoloniality of curricula and how Afro-Brazilian literature appears in the national curricular documents that guide the states. The third chapter contains an analysis of the documents that the State Department of Education of Goiás sends to its schools, guiding the teaching of Afro-Brazilian literature, and a brief analysis based on the theoretical studies of the selected authors. The final considerations contain the most incisive analyses of how the teaching of Afro-Brazilian literature is being proposed, through the guiding documents, in the secondary stage of basic education in public state schools in Goiás. Thus, there is an attempt to answer the question proposed in this research. To what extent do the national and Goiás curricular guidelines contribute to the teaching of Afro-Brazilian literature in high school, from the perspective of Law 10.639/2003? It is also proposed to value Afro-Brazilian literature in the education of students at this stage of education.