History teaching: the decolonization of curriculums, teacher formation and the emphasis on the memory, history and identity of africans and afro-brazilian

Abstract

The actions provoked by the social movements of blacks incited changes in Brazilian society, especially since the creation of the Teatro Experimental dos Negros in Rio de Janeiro (1944). Such transformations also influenced the educational field, especially that related to the Teaching of History in basic education (with the introduction of African and Afro-Brazilian culture) and in university, giving rise to "new" disciplines such as "History of Afro-Brazilian and Indigenous Culture" and "Cultural Diversity". Thus, this article aims to make reflective analyses on the changes in the scenario of History Teaching in Brazil, especially from the implementation of laws 10.639/2003 and 11.645/2008, which converged to the compulsory teaching of ethnic, African, Afro-Brazilian and indigenous diversities, which began to be included in the school curriculum and in the National Curriculum Guidelines for the Education of Ethnic-Racial Relations (DCNERER), both in the in basic and higher education. Thus, we will deal with the struggles that have corroborated the change of legislation, encouraging the rescue of the memory, history and identity of these peoples. For, the emergence of laws, as well as the National Curricular Guidelines for the Education of Ethnic-Racial Relations, stems from the struggles of black, intellectual and academic movements in favour of the exercise of antirracist education based on the rescue of the history of the Afric an matrix in Brazil, propitiating the process of decolonisation of curricula and of Afro-Brazilian history and memory.