A África e os africanos entre interpretações: desmistificando o imaginário eurocêntrico a partir do ensino de história da África

Abstract

This dissertation critically analyzes the teaching of African History in Brazil and its relevance for promoting anti-racist education. It begins by addressing the historical exclusion of the Black population from school curricula, highlighting how the construction of a Eurocentric narrative consolidated stigmas and marginalization. It then examines the claims of the Black movement for educational inclusion and the impact of public policies, such as Law 10.639/2003, which made the teaching of Afro- Brazilian and African History and Culture mandatory. The research further reflects on the concepts of colonialism, coloniality, and Eurocentrism, understood as ideologies that devalued the African continent and its cultural production. Drawing on theoretical frameworks of decoloniality and interculturality, it discusses the potential of teaching African History—particularly through the General History of Africa collection (UNESCO)—to overcome stereotypes and essentializations, breaking with hegemonic narratives. As an educational product, the dissertation proposes a pedagogical guide for middle school history teachers, with suggested content, activities, and methodologies to support classroom practice and foster the development of critical historical consciousness. The study concludes that teaching African History, grounded in African and decolonial perspectives, can serve as a central tool in deconstructing the Eurocentric imaginary and advancing emancipatory, diverse, and anti-racist educational practices.