TEACHER MEDIATION AND CRITICAL INTERCULTURALITY HISTORICAL-CULTURAL THEORY AS A FOUNDATIONS FOR IMPLEMENTING LAWAS Nº 0.639/2003 AND Nº 11.645/2008 IN PUBLIC SCHOOLS

Abstract

This article analyzes how art-mediated pedagogical practices, grounded in Vygotsky’s historical-cultural theory, can transform the normative mandates of Laws Nº. 10.639/2003 and Nº. 11.645/2008 into effective educational experiences within public schools. The research integrates three dimensions: the normative (legal framework), the theoretical (mediation and lived experience from a historical-cultural perspective), and the pedagogical (critical intercultural practices). The methodology is qualitative, featuring a documentary case study of the Aurélio Buarque de Holanda Municipal School in Palmas, Tocantins, which implements the project “Roots and Resistance: Afro-Brazilian and Indigenous Art, Culture, and Identity.” The study concludes that cultural diversity is fundamental to human development and that rendering it invisible impoverishes the possibilities for humanization. Teacher mediation, combined with art and critical interculturality, offers a pathway toward implementing the National Curriculum Guidelines for Education on Ethnic-Racial Relations and building a democratic, anti-racist school.