O que podemos aprender historicamente com a literatura afro-brasileira de autoria feminina? : estudo das aprendizagens históricas nas escrevivências dos docentes e jovens estudantes de história no ensino médio

• Ano de defesa: 2024
• Autor(a) principal: Pitas, Janaina Rodrigues
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Geografia, História e Documentação (IGHD); UFMT CUC - Cuiabá; Programa de Pós-Graduação em História
• Palavras-chave em Português: Educação histórica; Aprendizagem histórica; Literatura afro-brasileira; Lei 10.639/03; Docentes e estudantes de história; CNPQ::CIENCIAS HUMANAS::HISTORIA; Historic education; Historical learning; Afro-brazilian literature; Law 10.639/03; History teachers and students
• Link de acesso: http://ri.ufmt.br/handle/1/6668

In this History doctoral research I ask: what can we historically learn from Afro-Brazilian literature? Can it enhance the construction of historical knowledge in the classroom? How can it collaborate as a provocative tool for the cognitive development of our history students and teachers in the formation of historical consciousness? How can it promote awareness of AfroBrazilian and African history and culture? The basis of this research is founded on the epistemology of Escrevivência and the studies on Didactics of History. For the development of this thesis, I consider it important to conceptualize what I understand as Afro-Brazilian literature, which permeates the right to writing and memory of black people, founded by social movements in Brazil, that claim the authorship and the protagonism of the subjects: it is a political act. Aligned with this perspective, I use the concept of culture to reflect Afro-Brazilian literary production by female authors as an expression of social manifestations, which goes beyond the educational field. The methodological path of this investigation encompasses qualitative and interpretive studies produced by History teachers and students in high school in the public system of the State of Mato Grosso. In the study of art, I identify academic research that comes close to this investigation. I also research training documents: activities for the training of history teachers (initial and continued) for ethnic-racial relations, procedural indications and authorships in history teaching manuals (teachers), in the ONHB tests (Brazilian National History Olympics) and in the Enem (National High School Exam) tests. At the same time, I investigate the formative experiences and historical knowledge indicated by history teachers at the public system of Mato Grosso regarding Afro-Brazilian literary sources written by women. The study advocates the literary works of Carolina Maria de Jesus, Conceição Evaristo and Jarid Arraes. From a dialogical perspective, I aim to identify the possibilities of historical learning in the classroom for high school students, mediated by Afro-Brazilian literary sources written by women and evaluated in the narratives based on the Aula Oficina. Thinking about such investigations allows us to understand the challenges and possibilities to advance in studies about historical learning, in the fight against racism, and this requires significant changes in the training of history teachers and students, which permeate the deepening of studies in Didactics of Historical Education, combined with training to value AfroBrazilian and African culture and history in the classroom. In this way, Afro-Brazilian literature written by women can be positive in the process of qualifying historical learning and in the denaturalization of racism in practical life.