CONSTRUCTION OF BLACK IDENTITY IN BRAZIL 633 623

HOW TO USE MEMORY AND ORAL HISTORY

Authors

DOI:

https://doi.org/10.56579/verum.v2i3.621

Keywords:

History Teaching, Memory, Oral History, Law No. 10,639, Teacher Training

Abstract

This article presents the possible paths that History Teaching should follow to critically address ethnic-racial issues, since, for many decades and still today, the content worked in classrooms across the country still focuses on Black people, primarily from the perspective of enslavement. A careful reading, followed by the analysis of works such as "Casa Grande e Senzala" by Gilberto Freyre, Law No. 10,639/2003, the National Curriculum Guidelines for Education on Ethnic-Racial Relations and for Teaching Afro-Brazilian and African History and Culture, as well as other authors addressing issues related to the teaching of Afro-Brazilian history and culture, supports the points discussed in this article. This article aims to highlight some of the main challenges faced regarding the obligation to work not only with racial issues but, more importantly, to question the status quo, in addition to promoting the development of students' critical thinking, contributing to strengthening the Black presence in Brazilian identity and, consequently, reducing the structural racism that plagues our society.

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Author Biographies

  • Rita de Cássia Grecco dos Santos, Federal University of Rio Grande

    PhD in Education, Sociologist, and Pedagogue, Associate Professor at the Institute of Education at the Federal University of Rio Grande - IE/FURG, and Professor in the Graduate Program in History - PPGH-ICHI/FURG, in the Research Line "Research and Experiences in Teaching-Learning." She works as a faculty member in both face-to-face and distance education formats, and in Stricto Sensu Graduate Programs – in the Pedagogy and Geography undergraduate programs (in-person); in the distance education format, she currently or has previously taught in the Pedagogy, History, and Physics undergraduate programs and the Bachelor's degree in Library Science. She has been a faculty member and administrator in Basic Education (Elementary and High School), as well as a faculty member in Professional Education at the Technical and Technological levels. She coordinates the Distance Pedagogy Course of the Open University System of Brazil at FURG, is a member of the University Council - CONSUN, the Self-Assessment Committee - CPA/FURG, and the President of the Permanent Committee for Faculty Personnel - CPPD/FURG. She is also part of the Research Groups EDUCAMEMÓRIA Education and Memory at FURG and Research, Teaching, and Teacher Training in Visual Arts at UFPEL. Member of the Participatory Action Research and Popular Education in Public Universities Network/RIAPEP. She has experience in the field of Education, with an emphasis on the History of Education, working mainly on the following topics: teacher training, history of education, higher education, history teaching, memory, and distance education.

  • Thays Rodrigues Santos, Federal University of Rio Grande

    Master's in History from the Graduate Program in History at the Federal University of Rio Grande - FURG - PPGH/FURG. Bachelor’s in History and Specialist in History, Politics, Culture, and Society of Rio Grande do Sul (RS) from FURG. History teacher in the Final Years of Elementary School in the municipality of Rio Grande/RS.

References

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BEISIEGEL, Celso de Rui. Paulo Freire. Coleção Educadores. Recife: Massangana, 2010

BRASIL. Lei 10.639/03 de 9 de janeiro de 2003. Altera a Lei nº 9.394, de 20 de dezembro de 1996. Diário Oficial da União, Poder Executivo, BrasíliaBRASIL. Diretrizes Curriculares Nacionais para a educação das relações étnico raciais e para o ensino da História afro-brasileira e africana. Brasília/DF: SECAD/ME, 2004

CERRI, Luís Fernando. OS CONCEITOS DE CONSCIÊNCIA HISTÓRICA E OS DESAFIOS DA DIDÁTICA DA HISTÓRIA. Revista de História Regional, n.6(2): 93-112, Inverno 2001.Disponível em: https://revistas.uepg.br/index.php/rhr/article/view/2133. Acesso em: 30 abr. 2023

FREYRE, Gilberto. Casa-grande & senzala. 42ed. Rio de Janeiro: Record, 2001.

FREITAS, Fátima e Silva de. A diversidade cultural: como prática na educação. Curitiba: Ibepex, 2011

MONTEIRO, Ana Maria. Ensino de História: entre história e memória. In: Gilvan Ventura da Silva; Regina Helena Silva e Simões; Sebastião Pimentel Franco (orgs.). História e Educação: territórios em convergência. Vitória: GM/PPGHIS/UFES, 2007,v.1.NAPOLITANO, Marcos. Cultura. In: Carla Bazzanezi Pinsky (org). Novos temas nas aulas de História. São Paulo: Contexto, 2010

PINSKY, Jaime; PINSKY, Carla Bassanezi. Por uma história prazerosa e consequente. In: KARNAL, Leandro (org.). História na sala de aula. 2ed. São Paulo: Contexto, 2004. p. 17-48

ROCHA, Helenice. Sem bagagem não se ensina e nem se aprende História. In: SILVA, Cristiani Bereta da; ZAMBONI, Ernesta.Ensino de História, Memória eCulturas.Curitiba: Ed.Crv, 2013. p. 151-168

SANTOS, Jurandir dos Santos. História Oral, fontes documentais e narrativas como recursos metodológicos na educação. Portal Programa Rede Social SENAC, São Paulo, 05 de nov.2008.(http://www.zonadigital.com.br/redes)

SILVA, Marcos Antonio, FONSECA, Selva Guimarães. Ensino de História hoje: errâncias, conquistas e perdas. Revista Brasileira de História. São Paulo, v.31, n.60, 2010, p.13-33. Disponível em www.scielo.br/pdf/rbh/v30n60/a02v3060.pdfAcesso em 26 abr./2023 DOI: https://doi.org/10.1590/S0102-01882010000200002

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Published

2023-06-29

Issue

Vol. 2 No. 3 (2022): VERUM: REVISTA DE INICIAÇÃO CIENTÍFICA

Section

ARTIGOS

How to Cite

CONSTRUCTION OF BLACK IDENTITY IN BRAZIL: HOW TO USE MEMORY AND ORAL HISTORY. (2023). VERUM: Journal of Scientific Initiation , 2(3), 38-48. https://doi.org/10.56579/verum.v2i3.621