This dissertation proposes an analysis of the implementation of Law 10,639/03 in the specific
context of Colégio Estadual Lagoa da Confusão, located in the municipality of the same name
in the state of Tocantins, Brazil. The school stands out for its social and cultural diversity. The
study begins with a historical contextualization of the municipality, exploring its social and
cultural aspects, with a focus on Colégio Estadual as the central setting for the research. The
second chapter discusses education from the perspective of diversity and the manifestations
of ethnic-racial relations. It addresses the importance of education in promoting equality and
deconstructing stereotypes, emphasizing the relevance of the Afro-descendant focus in the
school environment. The analysis of the "Afro-Brazilian and Indigenous History" Collection
is the focus of the fourth chapter, examining its organization, content structure, image and
document sets about Afro-Brazilian culture, in addition to the proposed didactic intervention
methods. The applied methodology involved documentary studies, analysis of images and
texts, as well as practical observation at Colégio Estadual Lagoa da Confusão. The final
considerations reflect on the challenges and achievements identified during the
implementation of the law at Colégio Estadual Lagoa da Confusão. Structural limitations,
socio-economic diversity among students, and the need for inclusive strategies are
highlighted. The conclusion emphasizes the importance of representing Afro-Brazilian history
as an ethical and social imperative, proposing future actions to promote a more inclusive and
representative education throughout Brazil.
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