Direitos fundamentais à educação e à igualdade racial: uma investigação bourdieusiana do papel da escola na construção da identidade racial no sistema de ensino público do município de Vitória/ES

Abstract

The right to education is presented by the Constitution of the Federative Republic of Brazil of 1988 as a Fundamental Right, and is found in Article 6 of the Constitutional text among social rights. Thus, Law 10.639 / 2003, by making the teaching of Afro-Brazilian History and Culture compulsory in public and private schools, aimed at concretizing the social nature of the Fundamental Right to education. That is because, the aforementioned Law presented said right as an instrument for the integration of a historically marginalized social group. The Racial Equality Statute also exposes the obligation to teach the general history of Africa and the black population in Brazil, as a Fundamental Right. The education system has an essential role in the formation of subjects, including the construction of a positive racial identity of the black population. In light of Law 10.639/2003, the present work seeks to elucidate the following problem: "What is the role exercised by the public education system for the construction of racial identities in the municipality of Vitória/ES?". The study is restricted to early childhood education and elementary education. The elucidation of the problem will be made through the analysis of interviews with 22 educators, among them, directors, teachers, pedagogues and coordinators, from 4 schools located in the city of Vitória, capital of Espírito Santo. The interviews were carried out in two Municipal Infant Education Centers and two Municipal Elementary Schools, located in the regions of Jardim da Penha and São Pedro, regions of high middle income and low middle income, respectively. Through the voices of these professionals, it was possible to analyze the problem in question. This analysis was developed from the theory of the fields and the sociology of education of Pierre Bourdieu, using the dialectical method.