O ensino de História e as relações étnico-raciais numa escola cívico-miliar de Araguaína - TO

Abstract

The present research promotes the debate of ethnic-racial relations in the teaching of History in a civic-military school in Araguaína - TO, with the objective of contributing to the process of formation of critical consciousness and reflection on the identities of black students of the sophomore year of High School. To do so, we start from a decolonial and black perspective. Such discussions permeate concepts such as race, ethnicity, racism, coloniality, intersectionality, black identity. The proposal of this study is based on empirical, bibliographical, and documentary evidence, the still constant silencing and even folklorization of blackness in the humanities curriculum, and consequently in the school environment, which contributes to the reproduction of negative stereotypes about black people and the perpetuation of a predominantly Eurocentric, white, and racist epistemology. For this reason, we have made use of studies about the race relations of some of the main names of the black intelligentsia in Brazil and in the world, in addition to classic studies on the subject of black social movements; the new concepts and perspective of the Modernity/Coloniality Group; the purposes of an education for critical conscience, by Paulo Freire; and also, those who dedicate themselves to studies on school culture. We also emphasize the importance of ProfHistória dissertations, which helped us to produce this text. The activities carried out, and which provided the data for this research, were proposed in accordance with Laws 10.639/2003 and 11.645/2008, and with the National Curriculum Guidelines for guidance on ethnic-racial education. In this inquiry we have adopted the methodological procedures of action research, using a semi-structured questionnaire to describe the profile of student-collaborators, selected from the racial background and their participation in collective and investigative work named School Exhibition of Afro-Brazilian History and Culture. The latter carried out in the classroom during the school year of 2019 encompassed motivational classes, a lecture with representatives of the Quilombola and Black Movement, research using different sources, production of visual material, and the composition of a report. The rounds of conversation served us as a mechanism for listening to the other and reflecting on the racial issue, the black feminist debate, and black identity, with the student-collaborators of the sophomore year. The analyses carried out show the presence of racism in school relationships, but also show that the developed didactic activities encourage anti-racist practices and contribute to the process of awareness and reflection on the identity of students. In this sense, as a didactic-pedagogical product, we present the sequence of the School Exhibition of Afro-Brazilian History and Culture, in the format of a Book of Didactic Experiences.