Dos PCN’S à BNCC avanços e recuos da questão étnico-racial no ensino da geografia nos anos finais do ensino fundamental

Abstract

This work presents an analysis of the advances and setbacks of the National Curriculum Parameters (PCN) to the National Common Core Curriculum (BNCC) regarding the education of ethnic-racial relations in the teaching of school geography in the final years of elementary education. The aim of this work was to analyze the curricular contents of the PCN to BNCC, with emphasis on the curriculum policy and the law nº 10.639/2003, in order to verify whether there have been advances or setbacks in relation to the education of ethnic-racial relations in the teaching of school geography in the final years of elementary education. The research was carried out through a qualitative bibliographic analysis, based on the literature review of the guiding documents of educational curricula. The results of the analysis showed that the guiding documents of educational curricula present small spaces in the teaching of geography in the final years of elementary education, indicating an ineffectiveness in the implementation of the law on the education of ethnic-racial relations for daily classroom practice. It is concluded that there is a need for advances in the implementation of law nº 10.639/2003, so that there is greater attention to the education of ethnic-racial relations in the teaching of school geography in the final years of elementary education, in order to combat racism and promote diversity and inclusion.