2025-11-272025-11-272025-10-10AMORIM, Lucas Stefano da Costa. Estado do conhecimento sobre o ensino de História e Cultura Africana e Afro-Brasileira no GT 21 - Educação e Relações Étnico-Raciais da ANPED (2013-2023). Orientador: Antonio Matheus do Rosário Corrêa. 2025. 39 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação, Campus Universitário de Bragança, Universidade Federal do Pará, Bragança-PA, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/8883. Acesso em: .https://bdm.ufpa.br/handle/prefix/8883This article aims to investigate the State of Knowledge on the Teaching of African and Afro-Brazilian History and Culture in Working Group 21 - Education and Ethnic-Racial Relations of ANPed National Meetings between 2013 and 2023. The method is based on the theoretical-methodological perspective of the State of Knowledge (Morosini, Kohls-Santos, Bittencourt, 2021), applying a bibliographic survey of published works that fit the proposed theme in the Proceedings of ANPed National Meetings. A total of 191 works were located, of which 12 were included in our research. The research resulted in the cataloging, categorization, and analysis of the current state of knowledge on the Teaching of Afro-Brazilian and African History and Culture. During the cataloging, the works that covered our research were mapped according to the selected descriptors, as well as information such as higher education institution and region of origin, presence or absence of a funding partnership. Regarding categorization, we proceeded with the development of three categories of analysis entitled "Implementation of Law No. 10.639/03," "Student Perspectives," and "Teaching Practices." These categories allowed us to identify theoretical and methodological similarities and differences between the studies, as well as to reflect on the constitution of the objects of study and research results in relation to our work. The showed us that cultural studies as a theoretical perspective, and qualitative research using interviews and focus groups as a methodology, constitute the main approaches to analyzing the topic in the studies analyzed. We conclude that the teaching of Afro-Brazilian and African History and Culture is still in a process of consolidation in Brazil, even 22 years after the enactment of Law No. 10.639/03. Despite the successful practices of some teachers and the publicization of the topic through the research analyzed, it still lacks emphatic effort to achieve its concreteness.Acesso AbertoEnsino de História e Cultura Africana e Afro-brasileiraEducação e Relações Étnico-RaciaisEstado do ConhecimentoTeaching of African and Afro-Brazilian History and CultureEducation and Ethnic-Racial RelationsState of KnowledgeCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - ArtigoAttribution-NonCommercial-NoDerivs 3.0 Brazil