An analysis of laws 10.639/2003 and 11.645/2008 through the political pedagogic projects of the municipal schools of Uberlândia/MG

Abstract

The article aims to analyze the Political-Pedagogical Projects (PPP) of municipal educational institutions in the city of Uberlândia, between the years 2012 and 2016. In this sense, it seeks to identify and reflect on how municipal schools were addressing the themes related to the teaching of Afro-Brazilian and Indigenous History and Culture, in compliance with the laws 10.639 (Brasil, 2003) and 11.645 (Brasil, 2008). It is based on the concepts of affirmative public policies, aiming to guarantee the right to difference, understood here as the valorization and (re)recognition of the traditions, history, and culture of these peoples. This is an exploratory research, identifying the PPPs, analyzing their contents, and reflecting on the school organization through the school's pedagogical project. As theoretical support for the debate, we bring the reflections of Munanga (2009), Marinho, Bastos, Longo, and Tavares (2019), Gomes (2012), Santos and Angatú (2015), among others. As results, it highlights the need to rethink the school's Political-Pedagogical Project on a daily basis, always seeking to smooth out rough edges and propose innovative actions that can improve the quality of national education. Through this movement, we will have a society aware of its rights and duties.