April 18th we celebrate National Children’s Book Day. This date was created in 2002 by Act nº 10.402, chosen because it is the date of birth of the author Montero Lobato.
One year later, as a result of the tireless struggle of the black movement for education, Act nº 10,639 / 2003 came into our legal system, which, by amending the Education Guidelines and Foundations Act, made it mandatory to include the study of history. Africa and African, the struggle of the black people of Brazil, the black culture of Brazil and the black people in the formation of the national society, to recover the contribution of the black people in our history, to include these points in the curriculum of primary and secondary education. , Government agencies and private.
These two laws bring us important reflections.
Without going into the contribution and value of Monteiro Lobato’s literary collection, we know that the honorable work has already been condemned and praised by the National Council of Education – CNE for its quotations of racist nature. This is not the time to deepen the debate on this issue, but we believe it is essential to read the views of Nilma Lino Gomez’s brilliant reporter on persuasion, which reaffirms in many of the guidelines.
“The responsibility of the education system and schools for identifying stereotypes and prejudices guarantees students and the community a critical reading of them in order to address the effects of racism in school education. It is also the duty of the manpower to ensure the right to information about the historical, political and ideological context of the production of literary works used in schools through the critical relevance of these and their authors.(Opinion approved in CNE / CEB No. 15/2010, September 10, 2010, and Opinion approved in CNE / CEB No. 6/2011, June 1, 2011).
Such documents from government public agencies pave the way for colonization of thought and overcoming racism in the school environment. Brazilian society has a racially critical view, which is no longer satisfied with interpretations designed to perpetuate institutional racism.
What is the significance of resuming these debates after 10 years of CNE opinion? Because we have to monitor and supervise the effective implementation of Act No. 10,639 / 2003. More than a year ago, this important instrument in building anti-apartheid education completed its legitimacy “the age of age”. We already have adults who have been born, lived through their childhood and adolescence, walked together with the aforesaid law, but, despite significant advances in the intellectual production of black literature, have seldom taken advantage of its potential and true effectiveness, especially In the field of education, children are one of the first places of contact for children in the society outside the family.
I first read about how racism affects black children from an early age in Sueli Carneiro’s article, Racism in early childhood education, Published in 2000, even before the two laws came into force, we are discussing in this dialogue today. On that occasion, the author analyzes the book of Alien Cavaleiro, From Home Silence to School Silence: Racism, Discrimination and Superstition in Early Childhood EducationA striking example of how racial classification occurs in children’s school environments and the impact of discriminatory practices that weaken and harass black children in a brutal way.
The insertion of Act No. 10.639 / 2003 is also a reaffirmation that there is no place for exclusion and silence in the face of these racist practices.
I ask myself: What are we lawyers going to implement, for example, the National Curriculum Guidelines for the Study of Ethnic Relations and the Teaching of Afro-Brazilian and African History and Culture, as reported by the famous Petronilha Beatriz Gonsalves and Silva? Within our organization, are we really committed to overseeing anti-racist educational public policy? This provocative attitude must be developed.
In my role, as a public defender, I carry the obligation to educate about rights, which inevitably have a responsibility to educate for racial relations, at all levels of education, especially in the public school environment. Access to education for black children. It is part of the process of spreading citizenship and building democracy, in its most plural and original sense.
In addition, the federal constitution itself provides that not only we, the state representatives, but also the family and society have a responsibility to protect our children, With absolute priorityFrom all forms of neglect, discrimination, exploitation, violence, cruelty and oppression, as well as the guarantee of their right to education (Art. 227, CF).
The constitutional provision is also enshrined in some articles of the Children and Adolescents Constitution, and it is up to us to decide whether the so-called absolute priority will reach our BlackBerrys as a constant lullaby – as indicated by the verse written by Amicidar – and continue to work tirelessly for its consolidation.