O ensino da história da África e dos afro-descendentes: um olhar a partir dos docentes do IFPE

Abstract

This dissertation aimed to analyze the teaching of the History of the Black population in Brazil based on the conceptions and pedagogical practices of History teachers working within Professional and Technological Education (PTE) at the Federal Institute of Pernambuco (IFPE). The research problem focused on understanding how this subject has been implemented in teachers’ pedagogical practices within PTE, considering their perceptions, experiences, and challenges in the institutional context. The relevance of the study is grounded in the persistence of gaps in the implementation of Law No. 10,639/2003, which made the teaching of Afro-Brazilian History and Culture mandatory in basic education, even more than two decades after its enactment. The research examined how Afro-Brazilian History content has been addressed in light of current educational legislation, as well as how this education is perceived and practiced by teachers. Furthermore, the study discussed the contribution of Black Movements to the achievement of rights, highlighting their struggle from the Colonial period to the present day. It also considered the intersectionalities of race, gender, and class, as well as contributions from Marxist thought to a critical understanding of racial and social inequalities in Brazil. As an applied outcome of the research, an Educational Product was developed in audiovisual format, consisting of a sequence of video lessons and a methodological guide addressing the knowledge historically produced by the Black Movement. These materials are articulated with the legal foundations established by Law No. 10,639/2003 and the National Curriculum Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of AfroBrazilian and African History and Culture, using structured teaching sequences. The investigation was characterized as qualitative research with a descriptive and exploratory approach, based on a literature review, questionnaires, and interviews conducted with teachers. Data analysis was carried out using content analysis, as proposed by Bardin (1977). The results showed that the teaching of the History of the Black population within the PTE context still occurs in a sporadic and fragmented manner, indicating the need for investment in continuing teacher education, as well as the strengthening of institutional policies that promote genuinely anti-racist pedagogical practices