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The approach of this research focused on the dissertative study on the implications for Teaching generated by precepts and cultural knowledge in an Afro-descendant community in Mazagão Velho, located in Amapá. Velho/AP. Thus, the investigation aimed to analyze current legislation on the topic of ethnic and racial plurality and the role of public schools in the updated conception of teaching developed in its Afro-descendant community in the municipality of Mazagão/AP, guaranteeing this legislation. Methodologically, the research presented a qualitative investigation by understanding which proposed objectives reverberate in the Teaching of the final years of Elementary School at Teacher Antonia Silva Santos state school, which were answered considering interviews with pedagogical coordinators and questionnaires with six teachers, two pedagogical coordinators and one manager. The results emphasize the relationship of those involved with the identity context of teaching in the community of Mazagão Velho, as well as the construction and advancement of educational knowledge on cultural themes and knowledge relating to popular traditions and the Afro-descendant community. The investigation presented a fragment of the educational context of Mazagão Velho/AP, continuously outlining and moving in time and space through its timely manifestations and cultural practices within society.
Mendes et al. (Thu,) studied this question.