Kantayeni : cartilha interativa de ensino de história afro feminista

• Ano de defesa: 2022
• Autor(a) principal: Messias, Ana Karlla
• Orientador(a): Mello, Janaina Cardoso de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação Profissional em Ensino de História
• Palavras-chave em Português: Ensino de história; Feminismo negro; Cartilha interativa; Arapiraca (AL)
• Palavras-chave em Inglês: History teaching; Black feminism; Interactive spelling book
• Área do conhecimento CNPq: CIENCIAS HUMANAS::HISTORIA
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/18178

This work aims to develop an Interactive Spelling Book for Teaching Afro-feminist History, whose objective is to assist teachers in pedagogical practices that are significant in valuing cultural and anti-radical ethnic diversity in the school routine, contributing to the implementation of Law 10.639/2003. The focus is on the elaboration of innovative methodologies that problematize, represent, dialogue, and contextualize the black ethnic group from strategies that evidence the role of black women in society, disseminating their voice and protagonism in social spaces. The activities of the Spelling Book were organized through the Study Group Tereza de Benguela located at Djalma Matheus Santana School, Arapiraca-Alagoas, composed of students from the final grades of elementary school, conducting conversation, exchanges of daily experiences, analysis of images in artistic workshops and textual production that served as pedagogical support so that the valorization of Afro-feminist identity is seen from the perspective of criticality and empowerment in the students. Digital Spelling Book uses QR Codes and Podcasts that will lead to videos and other interactive perspectives. In this respect the qualitative and experimental methodology developed product and process. Thus, the product constitutes a bias so that other teachers can resize their practices in the sense of a “historical doing” and resignify the daily practices and the integration of knowledge where diversity issues serve as an instrument for teaching-learning and as a critical reflection of the socioeconomic, political, and cultural context of the students. Black authors such as Suely Carneiro, bell hooks, Djamila Ribeiro and Angela Davis guide the theoretical framework of the project.