COMBATENDO NECROMEMÓRIAS: práticas educativas para o ensino de História e Cultura Afro-Brasileira por meio de um diálogo entre o livro didático e acervos museológicos virtuais

Abstract

This dissertation presents a discussion about the adoption of Afro-Brazilian history and culture in the school curriculum from Law No. 10639/203 and The National Curricula Guidelines for the Ethnic-Racial Relationship Education and to History Teaching of African and Afro-Brazilian Culture. It problematizes the invisibility of black people in the didactical books and the limitations of this material to teaching history and Afro Brazilian culture at schools. Considering these reflections, it is presented a teaching methodology for ethnic-racial relationship education which enables positively the trajectory of the Afro Brazilian in History teaching. The methodology developed here was elaborated from the usage of materials available in virtual museums related with what didactical books have already significantly presented about the theme. In this methodology was used the participatory research, because it was taking into consideration the opinion of students from elementary education of sixth, seventh, eighth and nineth levels from the UEB. Saraiva Filho linked to the municipal network of education of São Luis- Ma. In order to elaborate this teaching methodology, it was analyzed the representations (or the invisibilities process) about the Afro Brazilian history and culture in the didactical books and the way these representations have appeared in virtual museums collections. It was made this choice because it is understood that the combination between qualitative contents showed in the didactical books and museums collections should be used in an ally mode to the adoption of an effective practice of teaching and learning facing the theme of history and culture of Afro Brazilians and therefore the promotion of education for ethic racial relationship. To the current Brazilian context, it is necessary that history teaching could corroborate with the deconstruction of racial speeches and practices against Afro Brazilians, thus promoting a critical formation of the historical and cultural processes which embraces those groups and a citizen comprehension that englobes the respect of a national diversity. It is presented in the fourth chapter, a didatic proposition, the methodology here developed, as it is where was described all the steps performed in the classroom and the results of the students researches in the virtual musicological collections.