Anti-racist Education: tensions and challenges for the teaching of Sociology

Abstract

From the analysis of two laws that changed LDBEN –
Law 10.639/03 establishing the compulsory teaching of history and culture African-Brazilian and African basic education, and the Law 11.684/08, which establishes the mandatory teaching of sociology in high school – what we seek to reflect in this article is the dual pedagogical challenge of laws for the
sociology teacher at high school, i.e., attempting to claim a new epistemological stance about race relations in Brazil and attempting to build school knowledge in sociology that has the parameter as new epistemological foundations of historical knowledge about race relations. We will see that
the tasks that impose the discipline of sociology in high school with the racial/ethnic subject are not expressed simply in law enforcement, but also in the need for another kind of epistemological and pedagogical production
that has a commitment to anti-racist education.