Dissertação (mestrado) - Universidade Federal do Acre, Programa de Pós - Graduação de Mestrado em Letras: Linguagem e Identidade, 2018.

Abstract: It was aimed to analyze the implementation processes of Laws 10.639 of 2003 and 11.645 of 2008, dealing with the obligation of teaching "Afro-Brazilian and Indigenous History and Culture" at Glória Perez State High School according to the Political Pedagogical Project, the Curricular Orientation Booklet for teaching Art subject in high school, the CNE/CP View nº 03/2004 and also the educational processes developed by the Art teachers of the school above, in 2016 and 2017. As methodology approach, it was carried out an analyse of bibliographical references based on studies of Stuart Hall, Achille Mbembe, Paul Gilroy, Eni Orlandi, among others, reflecting on the diasporas and the erasure and exclusion forms, as well as the forms of resistance of black and indigenous people. As a field research, it was performed observations and descriptions of the relationships between the various school stakeholders. Additionally, it was conducted a semi-structured interview with pedagogical coordination, area coordination and art teachers of Glória Perez State High School, aiming to identify the processes and actions of the teachers related to Afro-Brazilian and indigenous topics and contents, methodologies adopted, difficulties and resistances found, among others. The analysis of the collected data indicated to the effective inapplicability of Laws 10.639/03 and 11.645/08 at Glória Perez School curriculum. Finally, among other factors, it was indentified a lack of specific knowledge among professionals a non-engagement of the school community and also isolated activities without questioning the attitudes of racial discrimination and prejudices.

Orientador Gerson Rodrigues de Albuquerque