Ensino afro-vilaboense : tipologia da consciência histórica no 9° ano do fundamental

Abstract

This course completion work investigated the curricular proposal of the History subject in a 9th year elementary school class, within the scope of a state public school in the city of Goiás, and investigated the typology of historical awareness of students, in relation to teaching about History and Afro-Vilaboense culture. The first chapter dealt with the political and curricular contribution, because when dealing with the Afro theme, racism prevents action, but these authors, Lopes and Macedo (2011), on the curricular issue, Munanga (2000, 2015), on the teaching and racism, Silva (2003), on identity and difference and Ayodele (2012), on anti-racist laws and the analysis of anti-racist laws, allowed the discussion and practice in the classroom. The second was expanded to concepts theoretical-methodological, covering Afrovilaboense, the thematic basis of the class- Barca workshop (2001), in which the practice and analysis of the class results, Rusen (2011) and the typology of historical consciousness, within from Afrovilaboense. The third chapter evaluated the execution of the workshop class and the analysis of results. The main objective of this workshop class is to try to help overcome racist teaching, therefore, an Afro-Vilaboense education, which allows new perspectives and questions. The results achieved attest to the data on inequality and the lack of Afro-Brazilian education, even though anti-racist legal ordinances exist. With data from the workshop class, it was demonstrated that black children in Goiás are at a disadvantage, economically, social and educational, it became clear that they do not know their own history and are victims of a racist system. These results provided basis for that there is a continuous, and necessary, struggle within education.