Twenty years of law 10.639

How is this law effective in a collection of mathematics textbooks?

Authors

DOI:

https://doi.org/10.34024/prometeica.2023.27.15365

Keywords:

ethnic-racial relations, mathematics textbooks, law 10.639/2003

Abstract

This text presents an analysis of a collection of Mathematics textbooks, carried out for the discipline “Analysis of Mathematics Books and Teaching Materials”, taught in the Graduate Program in Mathematics Education at the Universidade Estadual Paulista “Júlio de Mesquita Filho”. Inspired by the methodology of vertical and horizontal analysis of textbooks, this work aims to understand in what ways the law 10.639/2003 is effective in textbooks that satisfy the demands of the New High School and the BNCC – Base Nacional Comum Curricular. Presenting the historical movements of black populations, mainly the Brazilian one, the text is inspired by the two decades of that law to conduct the analysis criteria and seek to understand in what ways the analyzed collection acts in the constitution of the mathematical identity of black students. At the end of the analysis, it is observed that the law is barely complied with, speaking through erasures and without delving into important points about racial discussions. It is concluded that changes are necessary for compliance with the law to produce positive effects on the constitution of mathematical identities of black subjects.

Metrics

Metrics Loading ...

Author Biographies

  • Lucas Gabriel de Souza Cruz, Universidade Estadual Paulista

    Lucas Cruz is gratuate in Mathematics at Federal Universtiy of Minas Gerais and is currently in Master Degree in Math Education in State University of São Paulo. Member of inSURgir Research Group, adopting a decolonial posture in Math Education, and the Cronopies Colective, in researchs that assume others potencialities with Math Education. His master research is focused in potencialities of a music band together the Math Education. Musician in a band, but a intended ideas composer.

  • Jamaal Ince, Universidade Estadual Paulista

    Jamaal A. Ince is a mathematics educator and doctoral student at São Paulo State University. He has experience as a 7th Grade mathematics teacher at North Star Academy and as a mathematics coach in Newark Public Schools. His doctoral research is focused on the development and growth of mathematical identities in correlation with their foregrounds, and confidence in mathematics for African American students in Newark through the perspective of students and teachers. The goal of this research is to observe and engage with students to potentially create ways of connecting their social lives, future goals, and aspirations with their mathematics learning to spark their interests and provide students with additional opportunities in academics and in their professional careers as adults. Jamaal completed his bachelor’s degree in the arts of mathematics at New Jersey City University and his master’s degree in the arts of teaching with a focus in middle school mathematics curriculum at Relay Graduate School of Education.

References

Lei n. 10.639, de 9 de janeiro de 2003. (2003). Inclui no currículo oficial da Rede de Ensino a obrigatoriedade da temática "História e Cultura Afro-Brasileira". Brasília, DF.

Lei n. 13.415, de 16 de fevereiro de 2017. (2017). Dispõe sobre a reforma do Ensino Médio. Brasília, DF. Ministério da Educação. (2018). Base Nacional Comum Curricular. Brasília, DF.

Ministério da Educação. Secretaria de Educação Básica. (2020). Edital de convocação nº 03/2019. [Convocação para o processo de inscrição e avaliação de obras didáticas, literárias e recursos digitais para o programa nacional do livro e do material didático — PNLD 2021]. Brasília.

Charalambous, C. Y.; Delaney, S.; Hsu, H. Y. & Mesa, V. (2010). A Comparative Analysis of the Addition and Subtraction of Fractions in Textbooks from Three Countries. Mathematical Thinking and Learning, 12(2), 117-151. doi.org/10.1080/10986060903460070.

Dante, L. R. & Viana, F. (2020). Matemática em contextos, 1. Ática.

Garcia, J. & Neres, V. (2021) Januário Garcia: um olhar com 50 anos de fotoescrevivências. ZUM - revista de fotografia. https://revistazum.com.br/radar/januario-garcia/. Acesso em 04 nov. 2022.

IBGE. (2019). Desigualdades sociais por Cor ou Raça no Brasil. In: IBGE. Estudos e pesquisas: Informações Demográficas e Sociodemográficas, 41. IBGE. https://biblioteca.ibge.gov.br/visualizacao/livros/liv101681_informativo.pdf.

Manoel, A. P. & Coradetti, C. A. L. M. (2018). Um olhar sobre as questões étnicas-raciais nas enunciações da história da Matemática apresentadas pelos livros didáticos de Matemática do Ensino Médio aprovados pelo PNLD 2018. Educação Matemática Debate, 3(9), 267-281. doi.org/10.24116/emd.v3n9a04.

Martin, D. B. (2006). Mathematics Learning and Participation as Racialized Forms of Experience: African American Parents Speak on the Struggle for Mathematics Literacy. Mathematical Thinking and Learning, 8(3), 197-229.

Pinto, E. C.; Reis, W. S.; Fernandes, F. S.; Giraldo, V. (2022). Desacorrentando Andrômeda: insubordinações em giros decoloniais e apontamentos para uma Educação Matemática antirracista. In: Lopes, C. E. & Grando, R. C. (Orgs.). Subversão responsável e formação de professores. (pp. 183-206). Campinas: Mercado de Letras.

Silva, M. F. (2020). O Romper do Silêncio Discriminatório: o manuseio do livro didático de Matemática na perspectiva da educação para as relações étnico-raciais. [Doctoral Thesis, Universidade Federal do Paraná]. https://acervodigital.ufpr.br/handle/1884/69750.

Van Belle, L. A. (2011). “Gentle doses of racism”: Racist discourses in the construction of scientific literacy, mathematical literacy, and print-based literacies in children’s basal readers (Vol. 71, Issue 11). ProQuest Dissertations Publishing.

Downloads

Published

2023-07-27

Issue

No. 27 (2023): Prometeica - nº 27 (07/2023 - 10/2023)

Section

Articles - Dossier 1

License

Copyright (c) 2023 Lucas Gabriel de Souza Cruz, Jamaal Ince

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Copyright: Prometeica allows the author (s) to keep their copyrights unrestricted. Prometeica allows the author (s) to retain their publication rights without restriction. Authors should ensure that the article is an original work without fabrication, fraud or plagiarism; does not infringe any copyright or right of ownership of any third party. Authors should also ensure that each one complies with the authorship requirements as recommended by the ICMJE and understand that if the article or part of it is flawed or fraudulent, each author shares responsibility.

Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)

Prometeica - Journal of Philosophy and Sciences is governed by the licencse CC-By-NC

You are free to:

  • Adapt — remix, transform, and build upon the material

The licensor cannot revoke these freedoms as long as you follow the license terms.

Under the following terms:

No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.

 

Copyright maintenance

Prometeica allows the author (s) to keep their copyright without restrictions.

Prometeica allows the author (s) to retain their publication rights without restriction.

How to Cite

de Souza Cruz, L. G., & Ince, J. (2023). Twenty years of law 10.639: How is this law effective in a collection of mathematics textbooks?. Prometeica - Journal of Philosophy and Science, 27, 699-709. https://doi.org/10.34024/prometeica.2023.27.15365