{"title":"Movimentos políticos negros no Atlântico","authors":"C. Souza","doi":"10.26512/EMTEMPOS.V1I36.31781","DOIUrl":null,"url":null,"abstract":"The general Education and, more specifically, History teaching have been deeply transformed by recent epistemological proposals, which oppose exclusionary narratives. This paper intends to analyze the experience of applying a History workshop to Brazilian 8th graders, based on a decolonial theoretical framework. This workshop presented three black movements: Bahian Conspiracy (1798), the Haitian Revolution (1791-1804) and the Aponte Conspiracy (1812). Therefore, the paper contemplates materials produced by those students, analyzing the knowledge building regarding these historical events. On what level does the students' perception of the historical narrative relate to these materials? What is the potential of an anti-racist and decolonial education regarding History teaching?","PeriodicalId":30228,"journal":{"name":"Em Tempo de Historias","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2020-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Em Tempo de Historias","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.26512/EMTEMPOS.V1I36.31781","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
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Abstract
The general Education and, more specifically, History teaching have been deeply transformed by recent epistemological proposals, which oppose exclusionary narratives. This paper intends to analyze the experience of applying a History workshop to Brazilian 8th graders, based on a decolonial theoretical framework. This workshop presented three black movements: Bahian Conspiracy (1798), the Haitian Revolution (1791-1804) and the Aponte Conspiracy (1812). Therefore, the paper contemplates materials produced by those students, analyzing the knowledge building regarding these historical events. On what level does the students' perception of the historical narrative relate to these materials? What is the potential of an anti-racist and decolonial education regarding History teaching?
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