A Lei 10.639/2003 e a literatura afro-brasileira nos livros didáticos de ensino médio: uma análise comparativa

Abstract

This study comparatively analyzes the approach to Afro-Brazilian literature and ethnic-racial relations in Portuguese Language textbooks for Brazilian high school education, considering the provisions of Law No. 10.639/2003 and the principles of anti-racist education. The analysis focuses on collections published at different historical moments: one from 2010, seven years after the enactment of Law No. 10.639/2003, and another from 2024, twenty-one years after its enactment, with the aim of identifying possible advances, continuities, and changes in the ways Black people and Black culture are represented. This qualitative and documentary research examines aspects such as the presence and treatment of Black authors, the inclusion of Afro-Brazilian and African literary, cultural, and historical texts, discussions of racism and prejudice, representations of Black culture, and the ways Black subjects are portrayed in the materials. The analysis reveals advances in the inclusion of these themes, particularly through the presence of Black and African authors, the discussion of cultural manifestations of African origin, and activities addressing racism, identity, and ethnic-racial relations. However, the findings also indicate the persistence of traditional approaches in which Black people are predominantly associated with slavery, violence, suffering, and subordination. There are also cases in which Black authorship and protagonism are insufficiently explored, even when works by Black artists and writers are included, as well as activities that may relativize fundamental discussions about racism and reparation policies. The study concludes that, although the analyzed textbooks show progress in incorporating themes established by Law No. 10.639/2003, this implementation remains partial, highlighting the need for teaching materials and pedagogical practices that broaden the plurality of representations, value Black authorship and protagonism, and contribute to the development of an effectively anti-racist education.