Leitura da HQ Angola Janga no ensino de história: uma reflexão sobre o racismo e a escravidão

• Ano de defesa: 2020
• Autor(a) principal: Braga, Evandro Jose [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Angola Janga; History Teaching; Comic-Book Stories; Slavery; Racism; Profhistória; Ensino De História; Histórias Em Quadrinhos; Escravidão; Racismo
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=10308642; https://hdl.handle.net/11600/64780

In order to develop teaching possibilities for a transformative educational praxis, this paper aims at a History teaching proposal through the graphic novel Angola Janga by Marcelo D’Salete. The research consists of a critical historical study about the slavery system responsible for establishing a racist hegemony in Brazil that has inhibited an organic black identity construction and has delegitimized the Afro-descendant culture, as it is reflected in different historiographies, in the prescribed curricula and in the media culture and–especially in comic-book stories. By proposing a possible interpretation of D’Salete’s work, I reflect on its potential to promote discussions on the theme and about the structural racism in the classroom. Regarding the gap between the prescribed and the active curricula, I argue for the importance of contextualizing the History teaching with the target school specific culture that must guide the educator’s choices of materials and subjects that may help their work of forming the historical knowledge. Thus, I present three pedagogical coherent proposals to the use of comic books aiming a social transformation: the historical-critical pedagogy by Dermeval Saviani; the ideas of István Mészáros who thinks about an education beyond the capital; and the called Pedagoginga by Allan da Rosa who defends an education that seeks to recover the black people ancestry erased by the status quo. Lastly, I develop two possibilities of applying them in History teaching. Therefore, this paper attempts to provide teachers with a critical historiography that allows for the reading of Angola Janga and, thus, for the promotion of coherent teaching and critical development of students, which would in turn establish a conflict pedagogy against the current practice that only recognizes the minorities cultural heritage, but do not promote the significant changes that we aim to achieve.