Sejamos todas/os professoras/es antirracistas: ensino de história e interlocuções dos pensamentos feministas negros para os anos iniciais do ensino fundamental

Abstract

In this thesis, are presented possibilities of dialogues with black feminist thought, in the perspective of antiracist education as a theoretical-methodological instrument for the teaching of History in the early years of middle school. Starting from the theoretical framework of black intellectuals and of the experiences provided by the project “Personalidades Negras que Marcaram a História” in a public school in the city of Teresina, in the state of Piauí, reflected on the importance of including the contribution of black thinkers to the academic field, the teaching of history and black representation. From experience reports it was possible to imagine alternatives for the teaching of antiracist history in a playful way by intersecting race and gender by understanding that contemporary society presents, daily, normalized daily racists practices which trigger social and institutional conducts that reproduces racist logic in the form of discrimination, violence, sexism, silencing and unique stories. We can start our study with the theorical outline of intelectuals like Chimamanda Adichie (2019), Eliane Cavalleiro (2021), Nilma Gomes (2005), Lélia Gonzalez (2020), Guacira Louro (2013), Tadeu Silva (1999), Kabengele Munanga (2024), Jacilene Silva (2019) and Miguel Zabalza (2004). The laying of this work initiates with the discussion of the presence of black subjects in History in order to think about how curriculum for teaching history include its partitions. It continues to establish dialogues with the importance of knowing perspectives that consider ethnic-racial and gender relations, based on the application of a project focused on the theme, which brought the use of children's biographical books and the making and use of Abayomi dolls, as auxiliary teaching resources that made it possible to build relationships between history teaching, play and positive black representation. As a conclusion to this journey, an Activity Booklet is presented aimed at public and private basic education teachers, with suggestions for recreational activities from an antiracist perspective. Thus, the prepositional dimension presents Afro Diasporic analytical references of contributions from black feminist thought to outline suggestions from books, films, lectures, games and discursive questions, which provide reflection on the historical subjects that we are showing in our classes, when thinking about the processes of identification and valuing the possibilities of existing.