Ensino de história e representatividade negra nos anos finais da EJA: vozes negras ecoando na escola

Abstract

Black representativeness in Brazil’s history was influenced by its enslavement process. therefore needing to find other ways of representing the black population in our historiography. Thus, law 10.639/03, which made mandatory to teach African History and Afro-Brazilian culture, as a result of the requests of the Brazilian Black Movement from the second half of the 20th century seeks to allow the historical narrative of black people that was removed from the content taught in schools to be seen again. However, the law alone did not guarantee its applicability in the educational field, it is still necessary to look for ways and practices to make it effective in classrooms. Therefore, we seek to reflect on the positive presence of black people in the History taught in schools, aiming to build ways to implement law 10.639/03 in Youth and Adult Education – YAE (EJA in Portuguese). To provide theoretical support for this work, we used authors such as Petronio Domingues, Joel Rufino, Nilma Lino Gomes, Clóvis Moura, Beatriz Nascimento, Silvio Almeida, Kabenguele Munanga, among others, who are fundamental to the analysis of this research. As a proposal for intervention in the school, a didactic sequence will be developed for the Teaching of Afro-Brazilian History and Culture in EJA: Black voices echoing in the school, aiming for the education of ethnic-racial relations to be part of the school space.