A implementação da Lei 10.639/03 no ensino fundamental : uma experiência pedagógica sobre religiões afro-brasileiras

Abstract

This study investigates the implementation of Law 10.639/03 in elementary education through a pedagogical experience on afro-brazilian religions, developed in a municipal school in Sergipe. The research, of qualitative nature and case study design, involved three eighth-grade classes. The pedagogical intervention took place in Religious Education classes and was organized into six sequential stages, addressing from the historical context of African-based religions to their contemporary expressions, with emphasis on candomblé and umbanda. Diversified methodological strategies were used, including mediated debates, thematic poster creation, enactment of Yoruba myths, and collective creation of an interreligious mural. The results demonstrated significant impact on the self-esteem of students belonging to these religious traditions, highlighting the emblematic case of a student who began wearing her ritual beads (guias) with pride in the school environment after the activities. A reduction in manifestations of religious prejudice among peers and the creation of a more welcoming environment for the expression of cultural diversity were also observed. It is concluded that the effective implementation of Law 10.639/03 requires not only formal compliance with legislation, but the development of intentional, contextualized pedagogical practices sensitive to student particularities, contributing to the construction of a truly anti-racist and inclusive school. The reported experience offers a replicable model for other educational institutions seeking to effectuate the principles of education for ethnic-racial relations.