Vinte anos da Lei nº 10.639/2003 e o contexto da formação inicial e continuada de professoras e professores de Educação Física: uma metassíntese da produção acadêmica

Abstract

This study proposes an analysis of the contributions and challenges associated with the implementation of Law No. 10.639/2003, which makes it compulsory to include African and Afro-Brazilian History and Culture in basic education curricula nationwide. The study seeks to understand how this law has been incorporated into teacher training curricula, identifying the challenges and opportunities that emerge from this process. The research adopts a qualitative approach, using meta-synthesis as the method for reviewing the literature. The analysis is based on official documents, curriculum guidelines and academic productions related to the theme, allowing a comprehensive view of the pedagogical practices and theoretical conceptions that permeate teacher training. The data was collected through a bibliographic survey on the search platform of the Brazilian Digital Library of Theses and Dissertations (BDTD), focusing on theses and dissertations that discuss Law 10.639/2003 and its implications for Physical Education. The study's theoretical framework is based on the work of authors such as Nilma Lino Gomes, Kabengele Munanga, Silvio de Almeida, among others, who address issues of racism, cultural identity and Education for Ethnic-Racial Relations. The results show some progress, but also point to persistent challenges, such as the resistance of educators and the lack of specific training on the subject in educational institutions. The conclusion is that the inclusion of Afro-Brazilian culture and history in the Physical Education curriculum represents a fundamental step towards valuing cultural diversity and promoting a more inclusive education. However, the research emphasizes the need for continuing education programs that enable teachers to deal with these issues in a critical and reflective manner.