O não dito no ensino de história: uma análise acerca das representações das religiões de matriz africana na unidade de ensino básico Odylo Costa Filho

Abstract

This dissertation aims to analyze how religions of African and Afro-Brazilian origins have been represented (or not) in History teaching and how these are understood by students at the UEB Odylo Costa Filho, located in the Alto da Esperança neighborhood, in the Itaqui Bacanga area, municipality of São Luís do Maranhão. It seeks to investigate the inclusion or absence of content dealing with religions of African and Afro-Brazilian origins in History teaching; to understand how these religions are being addressed in the research school; and to produce a handbook of guidelines for pedagogical practices for an anti-racist education based on samba-enredo themes. The relevance lies in the importance of implementing laws that regulate basic education, specifically Law No.

10,639 of January 9, 2003, which made the teaching of African History and Afro- Brazilian Culture mandatory in basic education. This justifies the need to produce

scientific historical knowledge that analyzes the absences and silencing of contents that enable the approach to religions of African and Afro-Brazilian origins in the classroom. To carry out this dissertation, I utilize Chartier's (2002) concept of "representation." In addition, texts and images are analyzed based on Bittencourt (1997), who addresses historical knowledge in the classroom and other authors. The methodology that underpinned the research and the production of this dissertation is bibliographic, historiographic, and documentary review, as well as field research (interviews, participant observation), all referenced in the quantitative and qualitative method, through which I seek to analyze the representations (discursive and visual), the absences or silencing that accompany History teachers and other curricular components in the classroom, regarding or not to religions of African and Afro-Brazilian origins.