<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2238-8346</journal-id>
<journal-title><![CDATA[Revista Educação e Políticas em Debate]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Polít. Debate]]></abbrev-journal-title>
<issn>2238-8346</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia - Faculdade de Educação - FACED]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-83462024000200209</article-id>
<article-id pub-id-type="doi">10.14393/repod-v13n2a2024-69548</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As dificuldades de implementação das leis 10.639/03 e 11.645/08 no ambiente escolar]]></article-title>
<article-title xml:lang="es"><![CDATA[Las dificultades de implementación de las leyes 10.639/03 y 11.645/08 en el ambiente escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[The difficulties to implement Brazilian federal Laws Nº 10.639/03 and Nº 11.645/08 in the school environment]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vasconcelos]]></surname>
<given-names><![CDATA[Débora Kelly Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Patrícia Formiga Maciel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade de Pernambuco  ]]></institution>
<addr-line><![CDATA[ Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade de Pernambuco  ]]></institution>
<addr-line><![CDATA[ Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-83462024000200209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-83462024000200209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-83462024000200209&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A pesquisa aborda a implementação das leis de nº 10.639/03 e 11.645/08 no Ensino Fundamental I, objetivando identificar se os conteúdos estabelecidos nelas vêm sendo trabalhados. Trata-se de uma pesquisa qualitativa, com a aplicação de um questionário e análise do Projeto Político Pedagógico. A análise baseou-se em autores como Ribeiro (1992), Goulart e Melo (2013), e em dispositivos legais como as Diretrizes Curriculares que obrigam a inclusão da cultura e história africana, afro-brasileira e indígena nos currículos da educação básica. Os resultados apontam que tais temáticas são abordadas apenas em datas comemorativas e de modo superficial. Assim, conclui-se que é urgente o investimento em formação continuada aos/às docentes, a fim de construir uma educação equitativa e antirracista.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La investigación aborda la implementación de las leyes 10.639/03 y 11.645/08 en la Enseñanza Fundamental I, con el objetivo de identificar si los contenidos establecidos en ellas se estaban trabajando. Se trata de una investigación cualitativa, que incluyó la aplicación de un cuestionario y el análisis del Proyecto Político Pedagógico. El análisis se fundamenta en autores como Ribeiro (1992); Goular y Melo (2013) y en dispositivos legales como las Directrices Curriculares, que obligan a la inclusión de la cultura e historia africana, afrobrasileña e indígena en los currículos de la educación básica. Los resultados indican que ellos son abordados en fechas conmemorativas y de manera superficial. Así, se concluye que es urgente invertir en formación continua para los docentes, con el fin de construir una educación equitativa y antirracista.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research analyses the implementation of Brazilian federal laws nº 10.639/03 and nº 11.645/08 during Elementary School, aiming to identify if the subjects established in these laws had been discussed. It was conducted qualitative research, analyzing the Political Pedagogical Projects, and a questionnaire to collect data. Analysis was based on authors, as Ribeiro (1992), Goulart and Melo (2013), and legal devices such as National Curriculum Guidelines that demands the introduction of African, Afro-Brazilian and Indigenous Culture and History in Basic Education curriculum. Results showed that they were discussed only during allusive dates and in a superficial way. In conclusion, is urgent to promote continued training for teachers to build an equitable and anti-racist education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Antirracismo]]></kwd>
<kwd lng="pt"><![CDATA[Relações étnico-raciais]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Antirracismo]]></kwd>
<kwd lng="es"><![CDATA[Relaciones étnico-raciales]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Anti-racism]]></kwd>
<kwd lng="en"><![CDATA[Race and ethnic relations]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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