A contribuição do professor de história para a construção de uma educação antirracista.

Abstract

This research aims to problematize the operationalization of concepts, ideas and contents related to anti-racist education, developing pedagogical resources that help and enhance teaching approaches at anti-racism, considering the importance and contribution of the History teacher. The study goes along with the action-research methodology thought by Michel Thiollent (1986) and was developed with teachers and students from the ninth grade of elementary school at a school in the city of Cajazeiras, in Paraíba. To compose the sources, we used documents and guidelines and made interviews and meetings for data. In addition, workshops were designed in order to understand the development of anti-racist education in schools today. This research dialogues with decolonial thinking and with its articulators like Aníbal Quijano (2002), Walter Mignolo (2006) and Catherine Walsh (2005). Understanding anti-racist education from the authors Kabengele Munanga (2005) and Eliane Cavalleiro (2001) as a teaching perspective that seeks to break the system of structural racism, starting from theory and practice, developing reflections on ethnic-racial issues in a way that constitutes a critical thought that not only recognizes the existence of racism, but that actively promotes the fight against this issue. Therefore, we believe education is transformative and teaching History is a fundamental part of modifying thoughts and structures in today's society.