A LEI 10.639/03 E A CONSTRUÇÃO DE IDENTIDADES AFROCENTRADAS A PARTIR DAS BRINCADEIRAS AFRICANAS

Abstract

The Law 10.639/03 contributed to placing Afro-Brazilian individuals in a prominent position by making Afro-Brazilian History and Culture mandatory in school curricula. However, more than twenty years after its enactment, there is still much to be done and achieved. There is still a huge gap between the Law and its application in school curricula and educational settings. Given the discrimination that black ethnic groups still face in society and in schools, it is a challenge for both to be able to educate individuals using an Afro-centric approach. One of the keys to this education from an early age is through African games. As a manifestation of playfulness, they are opportunities to work on development, socialization, corporeality and enchantment, in addition to contributing to the construction of individuals' identities. African games are an opportunity to work on topics that will help in the construction of Afrocentric identities guided by Law 10.639/03. The Afrocentric approach will encourage Afro-descendants to be subjects of their own stories, in a leading position, as well as in the construction of an anti-racist consciousness. This article aims to show through Luckesi (2002), Gallo (2010), Hall (2006), Freire (1987), Mantoan (2006), Nascimento (2009) and Cunha (2023) that it is possible for educators to use African games in the construction of these Afrocentric identities, in light of the Afrocentric approach and Law 10.639/03. This work aims to contribute to a debate about the application of the Law today, suggesting this approach as essential for the construction of Afrocentric identities.