Considering the importance of the Law 10.639/2003, which establishes requirements for
the teaching of Afro-Brazilian history and culture in schools, this research aimed to
understand how ethnic-racial relations and Afro-Brazilian history are discussed in
English classes. In this regard, an online questionnaire was applied to English teachers,
with the objective of verifying presence or absence of ethnic-racial relations and Afro-
Brazilian history in English classes and identify how these discussions are happening in
schools. And also, a bibliographic research was carried out to contributed and updating
theoretical fundamentals of this research and understand, through works previously
published, what is said about the inclusion of ethnic-racial relations in English classes.
Questionnaires were applied to 8 english teachers, and there was greater participation of
teachers from private schools, between the age of 22-51, 75% (6) of the teachers said they
don’t include ethnic-racial and Afro-Brazilian history relations in English classes,
however, 7 of the teachers consider it important to include thnic-racial and Afro-
Brazilian history relations in English classes. Regarding teacher education, 7 of the
teachers consider that they had contact with ethnic-racial and Afro-Brazilian history
during their graduation period, but only two teachers said they felt confident in using
content related to ethnic-racial relations, Afro-Brazilian history and culture, when they
are teaching English in their classes. Regarding English teaching materials, 62,5% (5) of
the teacher answered that ethnic-racial relations and Afro-Brazilian history and culture
are not included in the english teaching materials. Data show that despite laws and
prescriptions about the inclusion of ethnic-racial relations and Afro-Brazilian history and
culture in English classes, there is lacking or insignificant inclusion of this discussion in
english classes.
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