Decoloniality as an epistemological emergency to history teaching

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.