Currículo de História na educação básica: apagamentos da religiosidade afrobrasileira e indígena no ensino.

Abstract

Starting from the project of Pedagogical Residency of the History School, from the Teacher Training Center - TTC, of the Federal University of Campina Grande - UFCG, Cajazeiras campus - Paraíba State, in the Municipal School of Early Childhood Education and Elementary Education Luis Cartaxo Rolim also localized in Cajazeiras city - Paraíba State, we could verify a history teaching unaligned with a plural and antiracist education. This observation was based on the sixth-year history textbook entitled “Will to Know” (“Vontade de Saber” in portuguese), from their curriculum and a questionnaire applied to the history teacher responsible for teaching in the class addressed above. It is known that the Brazilian law of number 11.645/08 enacted in 2008 meant the updating of the brazilian law of number 10.639/03, determining the mandatory inclusion in the curricula of elementary and high schools of all public or private schools, the understanding of the cultures and histories of the Afro-Brazilian and indigenous people. According to Pereira (2010) the dialogue within the teaching of indigenous and Afro-descendant cultures has a lot of political significance for students, since through this they are able to make a critical analysis of the teaching that has always been considered official, as well as having the possibility of thinking about the social structure of the country through the existing cultural diversity within it. With all this, the purpose of the work, in addition to discussing these issues, is to build and make available a podcast as a pedagogical tool to help history classes, bringing to the listener perspectives from the religious beliefs of the African and indigenous origin that are inserted within the city of Cajazeiras - Paraiba State.