Teaching practices in the teaching of Afro- Brazilian and Indigenous History and Culture* SECTION: ARTICLES This content is licensed under a Creative Commons attribution-type BY-NC (original) (raw)
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Social and Education History, 2020
This article is part of the PhD research developed in the Post-Graduate Program in History (Federal University of Goiás) entitled "Intercultural historical learning from the knowledge conveyed in indigenous and non-indigenous educational contexts". Its aim is to present a critique of the Brazilian historiographic matrix, highlighting the influences of European racial theories during its formation process and to analyze the incidences of this matrix on the historical conceptions of the students from Dona Gercina Borges School, located in the Brazilian city of Formoso do Araguaia, in the state of Tocantins, which borders several indigenous villages of Javaé people. The theoretical methodological framework is linked, above all, to the studies and discussions developed by the modernity/coloniality/decoloniality movement, the historical perspectives of two great indigenous leaders, Gersem Baniwa and Daniel Munduruku, and the positioning of the students themselves heard in the research.
The Brazilian Federal Law 11,645 (Ministry of Education and Culture, 2008) establishes the guidelines and bases for national education to include in the official curriculum of the school the subject "Afro-Brazilian and Indigenous History" for elementary and secondary education, especially in arts education and Brazilian literature and history. More recently, in 2010, the same governmental body instituted guidelines for early childhood education, focusing on three principles: Political, aesthetic and ethical, including respect for other cultures and identities. These initiatives meet the needs of the construction of Brazilian identity in school considering the historical version of the colonized and oppressed, minding education as a political act (Freire 1994). Since then, there was the question for teachers on how to work the issue, and what sources to use. Although not included in the first mentioned mandatory law, some younger children teachers also have been conducting educational and cultural practices to its aim, making use of Brazilian Popular Culture as a source for the recognition of indigenous and African elements. This work intends to show some practices carried out with children in an institution of education that seeks ethical and aesthetic dimensions of experience as in John Dewey (1974).
Patrimônio Afro-Brasileiro no Contexto da Educação Escolar Quilombola
Educação & Realidade, 2019
Afro-Brazilian Heritage in the Context of Quilombola School Education 1. This article proposes reflections on quilombola childhoods, in the plural. It starts with the conception of quilombo to discuss values that base relations of care and education of childhood and affirm the black identity. Childhoods in quilombola communities in the state of Rio de Janeiro, field of action and research of the authors, and changes in the insertion of children in Jongo as affirmation of quilombola identity are presented as contribution to the proposed reflections. Finally, based on legal frameworks in the field of education and questioning challenges posed to the implementation of the National Curriculum Guidelines for Quilombola School Education, it discusses quilombola education as a duty and right of memory and affirmation of black identity.
TEACHING INDIGENOUS HISTORY AND THE ELEMENTARY SCHOOL CURRICULUM/EARLY YEARS (Atena Editora)
TEACHING INDIGENOUS HISTORY AND THE ELEMENTARY SCHOOL CURRICULUM/EARLY YEARS (Atena Editora), 2024
This article proposes an analysis of the inclusion of indigenous history in primary school/early years school curricula, focusing on compliance with Law number: 11,645/2008, since it established the mandatory teaching of indigenous history and culture in basic education. The article problematizes the context of application of Law 11,645/2008 before and after the approval of the National Common Curricular Base (BNCC) in 2017, exploring aspects of the prescriptive dimension of these documents, as guiding and normative guides for curricula across the country. To achieve this objective, both documents were examined as documentary sources, allowing a reflection on long-term educational policy proposals for Brazil. The article also highlights how the field of knowledge of Indigenous History can significantly contribute to this debate.
MUCH BEYOND BORBA GATO PAST, PRESENT AND FUTURE INDIGENOUS IN DISPUTES FOR MEMORY AND HISTORY TEACHING (Atena Editora), 2022
The article starts from the disputes over memory and school history in the contemporary world to investigate the representations of the indigenous population in the teaching of Brazilian History. Significant examples of approaches to the theme are presented in 20th century didactic works that express the conflict between a homogeneous national identity, a clear derogatory view of indigenous peoples and, more recently, the struggle for spaces and other representations of the histories of this population in School history. It seeks to show that this dispute reflects the very dynamics of the construction of colonial society and internal colonialism that was perpetuated with the formation of the Brazilian National State. Finally, it is proposed, as an example, a possibility of overcoming, using excerpts from narratives that address the political struggle of indigenous women leaders for the demarcation of lands and for the recognition of their cultural production, as a way of making visible the clashes in relation to coloniality, taking advantage of and expanding gaps and interstices that can, in the medium term, infer transformations in collective memories and interpretations about Brazilian society represented in school history teaching.
THE SOCIAL MOVEMENT OF INDIGENOUS TEACHERS FOR EDUCATION IN THE STATE OF MATO GROSSO DO SUL, BRAZIL
This article analyses the historical trajectory of the indigenous teachers' movement in the Mato Grosso do Sul state and the relationship with the indigenous movement in Brazil. The reflections result from the documentary analysis of the history of the indigenous movement, as well as participation in the indigenous assemblies: Terra Livre Camp, Aty Guasu, Terena Assembly and Indigenous School Education Forum. The rationale is the dialogue with the protagonists of Indigenous Education in the scope of the training of indigenous teachers. Objective: to clarify the relationship of continuity and alliances between the indigenous movement and the indigenous teacher's movement, identifying lines of action and goals of the indigenous movement. The theoretical and methodological foundation is constituted in the historical and documental research analysed in the multidisciplinary perspective of the human sciences, in addition to interviews with indigenous leaders, recorded in a field notebook. As a result of the research, the connection between the indigenous movement and the indigenous teacher's movement is highlighted, as well as the inseparability between the fundamental right to land and water, without which health and education are not possible.
This bibliographic research is part of an effort to understand High School education in our country through the analysis of the National Guidelines and Curricular Parameters, with theoretical support from the discussions raised by the consulted bibliography, highlighting especially Décio Gatti Junior, Itamar Freitas, and Maria Inês Sucupira Stamatto. The expansion of this segment of education throughout Brazil shows the need to understand the nature and the various changes it underwent during the 19th and 20th centuries, as well as the role of the history discipline and its current configuration in the Guidelines and Curricular Parameters. It is observed, through research in articles and other academic texts, that High School education has had different conceptions, ranging from preparation for university courses to technical vocational training for the job market, and this ambiguity permeates the legislation relevant to it. So, this article intends to bring some statements about High School in a changing world.
TEACHING PRACTICES AND ETHNIC-RACIAL RELATIONSHIPS: REFLECTIONS OF BRAZILIAN SOCIETY
Racial discrimination is a social practice that has historical origins in Brazil. Its presence is naturalized in the school space due to the structural racism of Brazilian society. This article seeks to answer the following question: How do teachers act when facing situations of racial discrimination? The answer to this question is inspired by pragmatic sociology, which provided theoretical and methodological support for a sociological ethnography, collecting narratives from teachers in the form of interviews on teaching practices in the face of real situations in which racial identity is mobilized. In addition to confirming the difficulty of teachers to deal with racism as a reflection of Brazilian society, the data revealed that investment in teacher training is more productive when teachers have good working conditions.
2019
Esta experiencia de ensino foi desenvolvida em uma escola federal no municipio de Goiânia (GO), tendo como conteudo os jogos indigenas e africanos nas turmas de 5o ano. Trata-se de uma pratica pedagogica da Educacao Fisica desenvolvida em 23 aulas, ministradas em tres encontros semanais no turno matutino, no periodo de 13/03/2018 a 10/05/2018. O percurso pedagogico foi desenvolvido em cinco momentos dialeticamente articulados: Conceito de Jogo Tradicional; Jogos Indigenas; Jogos Africanos; Preconceito e atualidade; Elaboracao de um “livro” (portfolio). A pratica pedagogica esta fundamentada nos pressupostos teorico-metodologicos da pedagogia historico-critica e os resultados obtidos se materializaram em um material pedagogico permanente para a escola e na catarse dos alunos.