O GLOBAL AND LOCAL IN BUILDING AN EMANCIPATORY EDUCATION FOR TEACHING AFRICAN AND AFRO-BRAZILIAN HISTORY AND CULTURE

• Autor(a) principal: Regis, Kátia Evangelista
• Data de Publicação: 2020
• Outros Autores: Neris, Cidinalva Silva Câmara, Rodrigues, Sávio José Dias
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Práxis Educacional (Online)
• Texto Completo: https://periodicos2.uesb.br/index.php/praxis/article/view/6361
• topic: Formação de professores/as; Educação emancipatória; Ensino da História e Cultura Africana e Afro-Brasileira; Formación de profesores; Educación emancipatoria; Enseñanza de la historia y cultura Africana y Afro-brasileña; Teacher training; Emancipatory education; Teaching African and Afro-Brazilian history and culture

The aim of this paper is to reflect on the possibilities of teacher training in a perspective of critical and emancipatory education. We start from research practices conducted by the Teaching undergraduate degree and the Interdisciplinary Center for African and Afro-Brazilian Studies of the Federal University of Maranhão, Brazil, which focus on the African continent, especially Mozambique, in Southern Africa; and interventions with Basic Education in public schools in the capital of Maranhão. The guiding line is the debate on the relationship between global and local scales in the production of knowledge and forms of intervention in the world, in which subaltern spaces of power, knowledge and ways of doing, characteristic of the current moment of contemporary globalization are constituted. From this perspective, it is reflected on the inclusion of local knowledge in the curricula of Mozambique and their possible contributions to the implementation of Law no. 10,639/2003 in Brazil, since they start from the same need to break with the logic of the single and Eurocentric curriculum.