A Geografia no Quarto de Despejo: Uma contribuição interdisciplinar para a implementação da Lei 10.639/03

• Autor(a) principal: Costa, Hellen Cristine da Silva
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/33015; https://doi.org/10.14393/ufu.di.2021.5517
• topic: Ações Afirmativas; Práticas Pedagógicas; Geografia; Literatura Negra; Affirmative Actions; Pedagogical practices; Geography; Black Literature; CNPQ::CIENCIAS HUMANAS; Geografia; Cultura afro-brasileira; Negros - Educação; Negras na literatura

Only from the 1970s, with the democratization of access to basic education, the historical trend towards the exclusion of the black population in school spaces would begin to be reversed. After decades of struggles by the black people claiming access to formal education, other challenges have come up. The insertion of content related to the history of Afro-Brazilian culture in school curricula is, still, a movement of resistance and insistence. Given the realization that the school was reproducing not only values of Western culture, but disqualifying African cultural values, and that this fact had an undeniable impact on the self-esteem and permanence of black students in educational institutions, some educational projects with anti-discriminatory purposes emerged designed to act on the field of curricula, teaching materials and teachers' practices. Considered an affirmative action, the approval, in 2003, of Law 10.639 that entails the obligation to teach the History of African and Afro-Brazilian Culture, was an extremely important milestone in the trajectory of struggles of the Brazilian Black Movement. Thus, this research arises from the need to meet the demands of the aforementioned Law, which have a direct impact on science education. In view of this, the general objective of this research is to work with Black Literature, specifically with the work “Dump Room”, in the teaching of Geography, seeking to distance theories that propagate racism and at the same time approaching theories that decolonize thoughts, thus cooperating with the affirmative agenda of the issues of blacks and Afro-descendants in Brazil, meeting the requirements of Law 10.639 / 2003. For this purpose, this dissertation is organized in three chapters, in addition to the introduction and final considerations. The first chapter aims to bring, through the remembrance of old Brazilian educational legislation, the path taken until the approval of Law 10.639 / 03. The second aims to instigate a theoretical reflection on the teaching of Geography taking into consideration the requirements for the application of Law 10.639 / 2003.The third has as main objective to present a proposal for the implementation of Law 10.639 / 2003, aiming at interdisciplinarity between two great areas: Literature and Geography. Methodologically, this research is bibliographic. Bibliographic surveys were carried out on the respective theme, a detailed reading of the work “Quarto de Despejo”, and, finally, a relationship was elaborated between the contents of the National Common Curricular Base (BNCC) with the plot of the book, valuing and recognizing Black Literature as a pedagogical tool for the implementation of Law 10.639 / 03 in Geography classes. Through this study it is considered that teaching about the history of black culture needs to be controversial and understood in all school areas, but this requires a position. It implies the construction of pedagogical practices to combat racial discrimination, a break with the “naturalization” of ethnic / racial differences, as this always slips towards biological racism and ends up reinforcing the myth of racial democracy. Thus, it was concluded that discussing geography teaching with an anti-discriminatory focus, allows us to break pre-determined patterns, identify paradigms that camouflage numerous problems in society and promote changes from there.