Racismo, colonialismo e descolonização curricular : caminhos da implementação da Lei 10.639/03 e da educação antirracista no IFMT (2008-2021)

• Ano de defesa: 2023
• Autor(a) principal: Café, Lucas Santos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Geografia, História e Documentação (IGHD); UFMT CUC - Cuiabá; Programa de Pós-Graduação em História
• Palavras-chave em Português: Lei 10.639/03; Racismo; Colonialismo; Educação antirracista; Descolonização curricular; CNPQ::CIENCIAS HUMANAS::HISTORIA; Law 10.639/03; Racism; Colonialism; Antiracist education; Curricular decolonization
• Link de acesso: http://ri.ufmt.br/handle/1/6638

The present research aims to primarily identify and analyze the paths taken by the Federal Institute of Education, Science, and Technology of Mato Grosso (IFMT) in its responsibility to implement Law 10.639/03 within the time frame of 2009 to 2021. In this context, the investigation seeks to ascertain whether the Technical Professional Education at the Medium Level developed within the institution is inherently intertwined with an antiracist education, grounded in curricular decolonization, epistemic insurgency, and a multiplicity of knowledge, insights, and epistemologies. To achieve this purpose, the research undertakes an in-depth discussion on the concepts of race, racism, colonialism, and coloniality, as well as explores their repercussions in society, particularly in the educational sphere of the institution under analysis. The study's methodology encompasses not only meticulous bibliographic research but also reflections on pedagogical practices experienced in the context of antiracist education. Additionally, qualitative analysis was conducted on questionnaires administered to students, as well as the examination of institutional documents and normative instruments, including the evaluation of Pedagogical Projects of Integrated Technical Courses at the Medium Level. The thesis posited in this research is that IFMT must elevate the educational struggle against racism and colonialism, which permeate social relations, to the status of institutional priority. This shift would ensure that antiracist actions go beyond individual efforts, becoming a collective and institutionalized endeavor, culminating in comprehensive transformation both administratively and pedagogically. From this perspective, it is also argued that curricular decolonization, achieved through dialogue with a plurality of knowledge and epistemic disobedience, is imperative to enable the implementation of Law 10.639/03 and achieve an emancipatory and insurgent antiracist education capable of contributing to the overcoming of racism, colonialism, eurocentrism, and all oppressions stemming from the current world-system. Finally, steps are outlined that guide the academic community on the path to actualizing antiracist educational legislation and collectively constructing an educational system focused on racial and ethnic-racial relations, with the aim of building a plural, diverse, and inclusive society where racial and ethnic-racial differences are not only respected but also valued, leading to rehumanized social relations.