This work is a dissertation presented to the Professional Master's Program in History
Teaching by the Federal University of Norte do Tocantins, in the research line Historical
Knowledge in the School Space. The research process was developed at the Municipal School
Mário Pedro de Oliveira in the municipality of Carmolândia in the state of Tocantins. It is a
quantitative and qualitative research process. We had as research subjects, a team of educators
and a group of students from the 9th grade of Elementary School. Questionnaires were
applied for data collection: 01 (one) closed questionnaire for students with 03 (three) blocks
and 01 (one) semi-structured interview for educators with 02 (blocks), finally, categorical
analysis was used as an interpretation tool of the data collected in the survey. Ethnic-racial
diversity is a contemporary theme and extremely relevant for the school environment, as it is
a cross-cutting theme, it should always be thought of in an interdisciplinary perspective, even
though educational legislation advocates the obligation to work in the teaching of history.
Thus, it is a theme that needs investigative actions and analyzes in terms of its existence in
formal teaching spaces. The objective of this research process was to investigate the teaching
of history, with the aim of verifying whether ethnic-racial diversity is worked on in the
classroom and how it has contributed to the development of the teaching and learning process
at the Municipal School Mário Pedro de Oliveira – TO. Ethnic-racial issues arise from the
struggle and resistance of the various black movements, which struggle in search of respect,
appreciation and social equality, as well as an inclusive education process. The theoretical
foundation came from authors such as: Bittencourt (2008), Canto (2015), Fonseca (2004),
Karnal (2007), Oliveira (2010), Rribeiro (2004), Schimidt (2009), Hartog (2006), Martins
(1996), Candau (2008), Fanon (2008), Barros (2009), Cavalleiro (2001), Domingues (2007),
Fernandes (2005), Freire (2011), Gadott (2020), Gomes (2008), Lacerda (2013), Lopes (2005)
Bardin (2016), Boni (2013), Gil (1999), Zabala (1998), Buarque (2013), Trindade (2003). As
a result of this investigative process, an interdisciplinary didactic sequence was developed in
this teaching unit entitled “being different is normal”, which worked on issues related to
ethnic-racial diversity. We highlight as the main result of this research process that although
ethnic-racial diversity is a theme present in EMMPO, even so, it is necessary to re-dimension
the work with this theme in this educational environment.
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