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Decoloniality as an epistemological emergency to history teaching

PDF (Português)

Published: 2018-07-23

Authors

Tânia Mara Pedroso Müller

Universidade Federal Fluminense

http://orcid.org/0000-0002-0838-7575

Paulo Antonio Barbosa Ferreira

Colégio Pedro II

http://orcid.org/0000-0003-0885-8792

Keywords: Decoloniality; Teaching Book; Workbook; History teaching; Ethnic-racial relationships

Abstract

The present article aims to present the results and thoughts obtain on an ethnic-racial relationship research that had as main goal to understand the meaning effects that the teaching materials have in dialoging within the inserted context. We had as theoretical-methodological framework multiple authors’ contributions, those who were linked to the decoloniality way of thinking and the discourse analysis perspective, more specifically to the enunciatively chain. Our study object was the “Integrated Teaching Book of History” for high school basic education from Positive Group of Teaching. The specific choice of this system justifies by the reached size of private school market and the profits obtain by the editors, minding the grandiosity of the Positive Group. We conclude that the material analyzed is corrupted by the ideologist speech in which black man and woman are placed as supporting roles in history.  

 

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Author Biographies

Tânia Mara Pedroso Müller

Universidade Federal Fluminense

Pós-Doutora em Antropologia Social pela USP. Doutora em Educação pela UERJ. Mestre em Educação pela UERJ. Pedagoga pela UFF. Professora do Programa de Pós-Graduação em Educação da Universidade Federal Fluminense -UFF e do  Programa de Pós-Graduação em Relações Étnico-raciais do Centro Federal de Educação Tecnológica Celso Suckow da Fonseca - CEFET/Rio.

Paulo Antonio Barbosa Ferreira

Colégio Pedro II

Mestre em Relações Étnico-raciais pelo Centro Federal de Educação Tecnológica Celso Suckow da Fonseca - CEFET/Rio.  Especialista em Educação e Relações Raciais pela Universidade

Federal Fluminense - UFF, Aperfeiçoamento em Educação e Relações Raciais pela UFF. Graduado em História pela UFF. Professor do Ensino Básico, Técnico e Tecnológico do Colégio Pedro II.

 

PDF (Português)

Published: 2018-07-23

How to Cite

Müller, T. M. P., & Ferreira, P. A. B. (2018). Decoloniality as an epistemological emergency to history teaching. Education Policy Analysis Archives, 26, 89. https://doi.org/10.14507/epaa.26.3511