2026-02-202026-02-202025-10-07SIQUEIRA, Luis Saraiva. Do silêncio escolar à construção de uma Educação Antirracista: na Escola Padre Leandro Pinheiro. Orientadora: Siméia de Nazaré Lopes. 2026. 134 f. Dissertação (Mestrado Profissional em Ensino de História) - Campus Universitário de Ananindeua, Universidade Federal do Pará, Ananindeua, 2025. Disponível em: https://repositorio.ufpa.br/handle/2011/18011. Acesso em:.https://repositorio.ufpa.br/handle/2011/18011This research, through the teaching of history, aims to confront school racism, as well as to dialogue and collaborate with the school community of the Padre Leandro Pinheiro Institution, the locus of this work, to confront and combat the silencing of Black people in education through pedagogical strategies such as workshops to promote didactic tools with the possibility of giving voice to subjects excluded by a Eurocentric curriculum crystallized in our Brazilian education system.To confront school silence, various theoretical points were sought to support this erasure of Black people in education, engaging with educational laws such as: LDB, BNCC, CURRICULAR DOCUMENT OF SÃO MIGUEL DO GUAMÁ-PA, LAW 006/2014. In addition, it brought its perspective and contributions on how Law 10.639/03 is implemented in the teaching at the Padre Leandro Pinheiro school. In this context, the research showed that our students still respond to the demands of a white curriculum insofar as their Black references are closely related to knowledge linked to the slavery system, which further fosters the process of exclusion of Black people in the school environment. Given this, it was necessary to use an intervention class as a crucial tool to problematize racism in education by debating concepts of Structural Racism and Necroeducation. To deconstruct the idea that Black people in education are very close to the slavery system, an anti-racist workshop was conceived, problematized and directed by the students, who were the actors and subjects of the process of confronting school racism so that they could experience through their research that Black people can and should be shown in education with other perspectives of the present time. Thus, the guidelines of the anti-racist workshop, within its various points, sought to place Black people in a visible space through their representations, whether cultural, artistic, religious, etc., mainly ensuring that their representations are detached from the slave system, because we know that through the Eurocentric curriculum Black people are still at a disadvantage compared to white people, and therefore, this type of curriculum needs to be combated in the school environment. Therefore, a workshop of this kind becomes a crucial tool to mitigate racist actions in our education system.ptAcesso AbertoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/Ensino de HistóriaLei 10.639/03Silêncio escolarCurrículo eurocêntricoHistory teachingLaw 10.639/03School silenceEurocentric curriculumDissertaçãoCNPQ::CIENCIAS HUMANAS::HISTORIA::HISTORIA DO BRASIL::HISTORIA REGIONAL DO BRASILSABERES HISTÓRICOS NO ESPAÇO ESCOLARENSINO DE HISTÓRIA