A Implementação da lei 10.639/2003 em escolas estaduais de Minas Gerais: dois estudos de caso

Abstract

The article analyzes the process of implementation of the Afro-Brazilian history and culture teaching policy (law 10.639/2003), its difficulties and its determinants, based on the case of two state schools in Minas Gerais. The objective is to understand how the implementation of a public policy can be affected depending on the context in which it is developed. Interviews were carried out with actors from the State Department of Education, two Regional Education Offices and two schools. Reports from the Afro conscience program and Multiannual Government Action Plans were used. The theoretical framework focused on McLaughlin and Berman's (1975) mutual adaptation implementation model and on Thurler's (2001) school culture characteristics. Based on the theory, thirteen variables were defined and analyzed involving the macro and micro dimensions that are related within the scope of implementation. The macro dimension comprises the guidelines and actions of the education department and regional offices, while the micro dimension comprises the guidelines and actions of schools and local communities. As a result, the policy was identified as fragile at the macro level, in need of being institutionalized; in addition, it was observed that government entities do not value adaptive implementation. At the micro level, for the two cases analyzed, the policy is more strengthened and there is an effort to carry out an adaptive implementation. In conclusion, the state government needs to prioritize this educational policy, paying more attention to local specificities, if it wants to carry out an effective implementation and contribute to the fight against racism.