AFRO-BRAZILIAN CULTURE IN TEXTBOOKS AND GEOGRAPHY CLASSES: PERSPECTIVE OF 7TH GRADE STUDENTS AT A PUBLIC SCHOOL IN MOSSORÓ-RN

Abstract

In this research, we seek to understand the representation of Afro-Brazilian culture in the 7th grade geography textbook of elementary school, from the units that portray the territorial formation of the Brazilian population, investigating how it is due to the applicability of Law 10.639/2003 in a textbook from the year 2020. The choice of the 7th year Geography textbook is justified by the importance of this subject school in basic education, in general, and more specifically, in elementary school, because in this period the geographic information base is presented to the students. Given the importance of a textbook without errors, without social injustices and without stereotypes, it may or may not influence the formation of the student, positively and/or negatively, depending on how the approach will be revised for the student. Despite the existence of Law 10.639, of January 9, 2003, which deals with the mandatory teaching of the History of Afro-Brazilian culture in basic education teaching establishments, whether public or private, it is clear that there is still, difficulties in implementing this theme. The inclusion of black people in geography textbooks, the absence of events in schools that address the issue of Afro-Brazilian culture and the unpreparedness of some teachers may delay the implementation of Law 10.639/03.