A educação das relações étnico-raciais e a sociologia escolar no novo ensino médio: reflexões a partir da pesquisa-ação

Abstract

The present work focuses on the role of Sociology as a school discipline of Brazilian basic education in the sense of promoting the education of ethnic-racial relations, in line with a problem-solving education and compliance with law 10.639/03. The objective is to contribute to the discussions about the role of the discipline in Brazilian basic education, analyzing its potential for the promotion of education in ethnic-racial relations. A bibliographic survey is carried out on ethnicracial issues in the teaching of Sociology in basic education, dialoguing with authors such as Nilma Gomes (2017), who recognizes Law 10.639/03 as an important achievement, but which brings the need for a consideration with regard to its effectiveness; Petronilha Silva (2007), who draws attention to a lack of commitment to a plural vision of society based on a reading of curricular policies; and bell hooks (2013) with important contributions on the humanization of the school space. The development of the research is based on the teaching practice in the discipline of Sociology in a peripheral public school in the city of Belo Horizonte, based on the action research methodology. The results point to the potential of School Sociology in dealing with the education of ethnic-racial relations as a discipline that has ample possibilities for the elaboration of pedagogical proposals based on strategies that give space for the mobilization of knowledge constructed by the black population, for the elaboration of a critical reading of the racial reality in the school and in society as a whole.