EDUCATION FOR ETHNIC-RACIAL RELATIONS (ERER) IN BASIC EDUCATION: CHALLENGES AND POSSIBILITIES AT THE ANTÔNIO DA SILVA SCHOOL

Abstract

This article analyzes the implementation of ERER at Antônio  da Silva School. The introduction establishes the objective of investigating whether Laws 10.639/03 and 11.645/08 are an organic part of the school’s Pedagogical Political Project (PPP) or whether they are treated merely as bureaucratic obligations and isolated events. Based on documentary analysis, it can be stated that the school indeed adopts a discourse that values diversity; however, it still faces the challenge of overcoming the coloniality of knowledge and the Eurocentric curriculum. Depending on the subject area, while History and Arts demonstrate considerable progress, Mathematics still seeks to achieve full transversality. Therefore, the institution is in a process of transition and has been shaping its efforts to transform intentions into everyday antiracist practices, moving toward a truly democratic and decolonized education.