Searching for an African historical initiative: possibilities and limitations of the pedagogical practices in basic education
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Brasileira de Estudos Pedagógicos (Online) |
Texto Completo: | https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/3310 |
Resumo: | This paper presents a series of activities carried in sixth-grade Portuguese classes, aimed to facilitate epistemological ruptures in the children’s understanding of the African culture, aesthetics, and history. To do so, the study uses as analytical references the children’s productions, a theoretical review in the field of teaching practices, and the legal milestones that underpin the ethnic-racial relations education in Brazil. The (still ongoing) curricular amendments, required through the passing of a set laws, resolutions, and guidelines that promote the teaching of African and Afro-Brazilian history and culture in the Brazilian education system, have been brought up amidst tensions, negotiations and often epistemic ruptures. The strong trend towards Eurocentric pedagogical content and practices are gathered, influenced by a power pattern that emerged out of modern colonialism, the coloniality. Furthermore, the practices herein uncover the fact that there are still too many limitations when compared to the power of coloniality. Therefore, the school faces the challenge of imagining new pedagogical outcomes to subvert the aforementioned coloniality and push towards the development an education grounded on the acknowledgment that the African and Afro-Brazilian intellectual, political, cultural and social production is fundamental to the education of the Brazilian population. |
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Searching for an African historical initiative: possibilities and limitations of the pedagogical practices in basic educationEm busca de uma iniciativa histórica africana: possibilidades e limites das práticas pedagógicas na educação básicaAfro-Brazilian culturecolonialismeducational practices.cultura afro-brasileiracolonialismopráticas educativas.This paper presents a series of activities carried in sixth-grade Portuguese classes, aimed to facilitate epistemological ruptures in the children’s understanding of the African culture, aesthetics, and history. To do so, the study uses as analytical references the children’s productions, a theoretical review in the field of teaching practices, and the legal milestones that underpin the ethnic-racial relations education in Brazil. The (still ongoing) curricular amendments, required through the passing of a set laws, resolutions, and guidelines that promote the teaching of African and Afro-Brazilian history and culture in the Brazilian education system, have been brought up amidst tensions, negotiations and often epistemic ruptures. The strong trend towards Eurocentric pedagogical content and practices are gathered, influenced by a power pattern that emerged out of modern colonialism, the coloniality. Furthermore, the practices herein uncover the fact that there are still too many limitations when compared to the power of coloniality. Therefore, the school faces the challenge of imagining new pedagogical outcomes to subvert the aforementioned coloniality and push towards the development an education grounded on the acknowledgment that the African and Afro-Brazilian intellectual, political, cultural and social production is fundamental to the education of the Brazilian population.Este artigo apresenta um conjunto de atividades desenvolvidas em turmas de 6º ano do ensino fundamental durante as aulas de língua portuguesa, com a proposta de promover rupturas epistemológicas na compreensão das crianças sobre cultura, estética e história africanas. Para tanto, utiliza como referenciais analíticos as produções das crianças, além de uma revisão teórica do campo das práticas pedagógicas e dos marcos legais que fundamentam a educação das relações étnico-raciais no Brasil. As modificações curriculares (ainda em curso) demandadas pela aprovação de um conjunto de leis, resoluções e diretrizes que fomentam o ensino de história e cultura afro-brasileira e africana na educação brasileira têm sido produzidas em campos de tensões, negociações e muitas vezes rupturas epistêmicas. Soma-se a forte tendência de conteúdos e práticas pedagógicas eurocêntricos, influenciados por um padrão de poder que emergiu como resultado do colonialismo moderno, a colonialidade. O que as práticas aqui descritas revelaram é que os limites ainda são muitos diante da força da colonialidade. O desafio que se apresenta à escola é, portanto, pensar outras possibilidades pedagógicas para subverter tal colonialidade e avançar na construção de um ensino fundamentado no reconhecimento de que a produção intelectual, política, cultural e social africana e afro-brasileira é necessária à formação escolar da população brasileira. INEP2018-08-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/331010.24109/2176-6681.rbep.99i252.3577Revista Brasileira de Estudos Pedagógicos; v. 99 n. 252 (2018)Revista Brasileña de Estudios Pedagógicos; Vol. 99 Núm. 252 (2018)Brazilian Journal of Pedagogical Studies ; Vol 99 No 252 (2018)2176-66810034-718310.24109/2176-6681.rbep.99i252reponame:Revista Brasileira de Estudos Pedagógicos (Online)instname:Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)instacron:INEPporhttps://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/3310/304510.24109/2176-6681.rbep.99i252.3045Cristina de Araujo, Déborainfo:eu-repo/semantics/openAccess2022-06-30T13:52:20Zoai:ojs3.inep:article/3310Revistahttp://emaberto.inep.gov.br/index.php/rbepPUBhttps://old.scielo.br/oai/scielo-oai.php||tania.castro@inep.gov.br2176-66810034-7183opendoar:2022-06-30T13:52:20Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)false |
dc.title.none.fl_str_mv |
Searching for an African historical initiative: possibilities and limitations of the pedagogical practices in basic education Em busca de uma iniciativa histórica africana: possibilidades e limites das práticas pedagógicas na educação básica |
title |
Searching for an African historical initiative: possibilities and limitations of the pedagogical practices in basic education |
spellingShingle |
Searching for an African historical initiative: possibilities and limitations of the pedagogical practices in basic education Cristina de Araujo, Débora Afro-Brazilian culture colonialism educational practices. cultura afro-brasileira colonialismo práticas educativas. |
title_short |
Searching for an African historical initiative: possibilities and limitations of the pedagogical practices in basic education |
title_full |
Searching for an African historical initiative: possibilities and limitations of the pedagogical practices in basic education |
title_fullStr |
Searching for an African historical initiative: possibilities and limitations of the pedagogical practices in basic education |
title_full_unstemmed |
Searching for an African historical initiative: possibilities and limitations of the pedagogical practices in basic education |
title_sort |
Searching for an African historical initiative: possibilities and limitations of the pedagogical practices in basic education |
author |
Cristina de Araujo, Débora |
author_facet |
Cristina de Araujo, Débora |
author_role |
author |
dc.contributor.author.fl_str_mv |
Cristina de Araujo, Débora |
dc.subject.por.fl_str_mv |
Afro-Brazilian culture colonialism educational practices. cultura afro-brasileira colonialismo práticas educativas. |
topic |
Afro-Brazilian culture colonialism educational practices. cultura afro-brasileira colonialismo práticas educativas. |
description |
This paper presents a series of activities carried in sixth-grade Portuguese classes, aimed to facilitate epistemological ruptures in the children’s understanding of the African culture, aesthetics, and history. To do so, the study uses as analytical references the children’s productions, a theoretical review in the field of teaching practices, and the legal milestones that underpin the ethnic-racial relations education in Brazil. The (still ongoing) curricular amendments, required through the passing of a set laws, resolutions, and guidelines that promote the teaching of African and Afro-Brazilian history and culture in the Brazilian education system, have been brought up amidst tensions, negotiations and often epistemic ruptures. The strong trend towards Eurocentric pedagogical content and practices are gathered, influenced by a power pattern that emerged out of modern colonialism, the coloniality. Furthermore, the practices herein uncover the fact that there are still too many limitations when compared to the power of coloniality. Therefore, the school faces the challenge of imagining new pedagogical outcomes to subvert the aforementioned coloniality and push towards the development an education grounded on the acknowledgment that the African and Afro-Brazilian intellectual, political, cultural and social production is fundamental to the education of the Brazilian population. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-08-02 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/3310 10.24109/2176-6681.rbep.99i252.3577 |
url |
https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/3310 |
identifier_str_mv |
10.24109/2176-6681.rbep.99i252.3577 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/3310/3045 10.24109/2176-6681.rbep.99i252.3045 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
INEP |
publisher.none.fl_str_mv |
INEP |
dc.source.none.fl_str_mv |
Revista Brasileira de Estudos Pedagógicos; v. 99 n. 252 (2018) Revista Brasileña de Estudios Pedagógicos; Vol. 99 Núm. 252 (2018) Brazilian Journal of Pedagogical Studies ; Vol 99 No 252 (2018) 2176-6681 0034-7183 10.24109/2176-6681.rbep.99i252 reponame:Revista Brasileira de Estudos Pedagógicos (Online) instname:Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) instacron:INEP |
instname_str |
Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) |
instacron_str |
INEP |
institution |
INEP |
reponame_str |
Revista Brasileira de Estudos Pedagógicos (Online) |
collection |
Revista Brasileira de Estudos Pedagógicos (Online) |
repository.name.fl_str_mv |
Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) |
repository.mail.fl_str_mv |
||tania.castro@inep.gov.br |
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