This research aims to investigate the silencing of black knowledge in a public school in the state
of Amapá, in northern Brazil. It is linked to the context of the Professional Master's Degree in
Literature - PROFLETRAS/UFOPA and aims to problematize the teaching of African literature
in the Portuguese language in the final years of Elementary School, more precisely in 9th grade
classes. The research dialogues with law 10,639/2003, Law 1,196/2008 and the National
Curricular Guidelines for the Education of Ethnic-Racial Relations and for the teaching of AfroBrazilian and African History and Culture (2004) and with authors of Afro literature -Brazilian
and African. The main objective of the research was to investigate whether/and how the
teaching of Portuguese-language African literature is developed in the 9th year of Elementary
School at school, as well as presenting a pedagogical proposal for the inclusion of African
literary texts. In order to achieve this objective, a set of methodological procedures were
developed, which were as follows: a bibliographic and documentary approach, a diagnosis
involving school management, pedagogical coordination, mother tongue teachers in the final
years of Elementary School and students of a 9th grade class also from the school where the
research was carried out. After collecting and analyzing data from the diagnostic research, the
silence in the teaching of African literature in the Portuguese language at school and the scarcity
of Afro-Brazilian literary texts was confirmed. The intervention was then developed based on
a set of Mozambican short stories in a 9th grade class. This process was positively received by
the participants. It was possible to detect that teachers and managers have little knowledge about
the laws that require the teaching of Afro-Brazilian and African literature in schools (laws
10639 and law 1196/2008), as well as a deficiency in the training of teachers in relation to
Education for Ethnic-Racial Relations. In relation to students, there was a marked silence in
relation to contact with works by African, Afro-Brazilian and quilombola writers, indicating
epistemicide. Therefore, the insertion of a pedagogical proposal as a possibility of breaking this
silence, through the stories of Mozambique worked at school, constitutes an effective means of
implementing Law 10.639/03, Law 1.196/03 of the state of Amapá and Education itself Antiracist.
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