JCERJournal of Contemporary Educational Research2208-84662208-8474Bio-Byword Scientific Publishing Pty. Ltd.10.26689/jcer.v8i2.6253ArticleHistory Teacher Training from Decolonial Curriculum Practices to Combat Racism at UniProjeção in the Federal District — A Secondary Publicationhttps://artdesignp.com/journal/JCER/8/2/10.26689/jcer.v8i2.6253RamosKaroline da Silva,NascimentoCláudia Pinheiro,FerrerFrancisca Carla Santos2024822024-02-25This article aims to understand the training process of history undergraduates, to see if there are decolonial curricular practices to combat racism at the Centro Universitário e Faculdade Projeção (UniProjeção) in the Federal District, to understand how coloniality has corroborated the exclusion of different epistemologies and the erasure of different cultures, and how this exclusionary process of coloniality interferes in the training of history teachers. In order to combat this practice, we are looking for alternatives that can break these suppressions carried out by Europeans. In this way, we turn to decolonial ideas that aim to break with the logic of coloniality. We can conclude that these practices are poorly developed in the institution, so we proposed active problem-based methodology and music as a didactic resource. As playful educational tools that strengthen the teaching-learning process, they are active agents in the decolonial work of combating racism, and it is essential to train responsible and ethical teachers in the fight against racism and any form of oppression.

Quijano A, 2005, The Coloniality of Knowledge: Eurocentrism and Social Sciences. Latin American Perspectives, CLACSO, Latin American Council of Social Sciences, Buenos Aires.

Mignolo WD, 2008, Epistemic Disobedience: The Decolonial Option and the Meaning of Identity in Politics, [Norte AL, Trans.], UFF Letters Notebooks – Dossier: Literature, Language and Identity, 2008(34): 287–324. http://professor.ufop.br/sites/default/files/tatiana/files/desobediencia_epistemica_mignolo.pdf

Mignolo WD, 2017, Coloniality: The Darkest Side of Modernity. Brazilian Journal of Social Sciences, 32(94): 1–18. https://www.scielo.br/j/rbcsoc/a/nKwQNPrx5Zr3yrMjh7tCZVk/?format=pdf&lang=pt

Ballestrin L, 2013, Latin America and the Decolonial Turn. Brazilian Journal of Political Science, 2013(11): 89–117. https://www.scielo.br/j/rbcpol/a/DxkN3kQ3XdYYPbwwXH55jhv/abstract/?lang=pt

Oliveira LFD, Candau VMF, 2010, Decolonial Pedagogy and Anti-Racist and Intercultural Education in Brazil. Education in Magazine, Belo Horizonte, 26(01): 15–40. https://www.scielo.br/j/edur/a/TXxbbM6FwLJyh9G9tqvQp4v/?lang=pt&format=pdf

Brazil National Congress, Law No. 5.692, of August 11, 1971, Establishes Guidelines and Bases for 1st and 2nd Degree Education, and Provides Other Measures, viewed March 10, 2021, https://www2.camara.leg.br/legin/fed/lei/1970-1979/lei-5692-11-agosto-1971-357752-publicacaooriginal-1-pl.html

Constitution of 1988, 1988, Constitution of the Federative Republic of Brazil, viewed April 5, 2021, https://www2.camara.leg.br/legin/fed/consti/1988/constituicao-1988-5-outubro-1988-322142-publicacaooriginal-1-pl.html

National Education Guidelines and Bases Law, 1996, Saraiva, São Paulo.

Santos BS, Meneses MP, 2010, Southern Epistemologies, Cortez Publishing, São Paulo.

UniProjeção, Centro Universitário e Faculdade Projeção, 2016, Pedagogical Project for the History Course.

Ministry of Education, 2018, Common National Curriculum Base – BNCC, viewed March 20, 2021, http://basenacionalcomum.mec.gov.br/images/BNCC_EI_EF_110518_versaofinal_site.pdf

Pereira AA, 2012, For an Authentic Racial Democracy!: Black Movements in Schools and History Curricula. History Magazine. Today, 1(1): 111–128. https://rhhj.anpuh.org/RHHJ/article/view/21

National Congress, Law No. 10.639, of January 9, 2003, Amends Law No. 9,394, of December 20, 1996, Which Establishes the Guidelines and Bases of National Education, To Include in the Official Curriculum of the Education Network the Mandatory Subject “History and Afro-Brazilian Culture,” and Provides Other Measures, viewed April 25, 2021, http://www.planalto.gov.br/ccivil_03/leis/2003/l10.639.htm#:~:text=LEI%20No%2010.639%2C%20DE%209%20DE%20JANEIRO%20DE%202003.&text=Altera%20a%20Lei%20no,%22%2C%20e%20d%C3%A1%20outras%20provid%C3%AAncias

National Congress, Law No. 11.645, of March 10, 2008, Amends Law No. 9,394, of December 20, 1996, Modified by Law No. 10,639, of January 9, 2003, Which Establishes the Guidelines and Bases of National Education, To Be Included in the Curriculum Official of the Education Network the Mandatory Subject “Afro-Brazilian and Indigenous History and Culture,” viewed March 20, 2021, http://www.planalto.gov.br/ccivil_03/_ato2007-2010/2008/lei/l11645.htm

Bonfim M, 2005, Latin America: Evils of Origin, Topbooks, Rio de Janeiro.

Guimarães MLLS, 1988, Nation and Civilization in the Tropics: The Brazilian Historical Geographic Institute and the Project of a National History. Historical Studies, Rio de Janeiro, 1988(1): 3–4. http://bibliotecadigital.fgv.br/ojs/index.php/reh/article/view/1929/1068

Cunha Junior H, 1997, African History and the Basic Elements for Its Teaching, Costa Lima I, Romão J, (eds), Black People and Resume, Black Thought in Education Series No. 2, Black Studies Center/NEN, Florianópolis.

National Congress, Law No. 12.711, of August 29, 2012. Provides for Admission to Federal Universities and Federal Secondary-Level Technical Education Institutions and Provides Other Provisions, viewed March 21, 2021, http://www.planalto.gov.br/ccivil_03/_ato2011-2014/2012/lei/l12711.htm

Matos MIS, 2006, Longing Maloca Goes to School. Our Story. Rio de Janeiro, 3(32): 80–82.

Natiruts, 1999, Palmares 1999, Brazilian People, Brasília, EMI, viewed April 10, 2021, https://www.youtube.com/watch?v=inO_snx5yMQ

Emicida, Majur, Pabllo Vittar, 2019, AmarElo, Amarelo, Sony Music Brasil, viewed April 10, 2021, https://www.youtube.com/watch?v=PTDgP3BDPIU

Freire P, 2005, Pedagogy of Hope: A Reunion with the Pedagogy of the Oppressed, Editora Paz e Terra, Rio deJaneiro.