Feminismo negro: o ensino de história emancipatório no ensino médio

Abstract

This dissertation aimed to recognize other ways of acting in society and living of those who were silenced, and to give rights to other stories, (re)existing from new epistemologies and worldviews in the school context. The historical marginalization of women and especially black women through patriarchy and racism, constitutes an intersectional point of extreme importance to be discussed in the research, in order to discuss practices and theories of Black Femininity as a way to protagonize new insights and perspectives to history education. Breaking with stereotypes within hegemonic normalization, and deconstructing a single narrative and sexist history, since in historiography, teaching materials and even teaching practice, we observe how the colonizing discourse of the white man is impregnated with values that subalternize the social role of women in a universalist matrix of history. In the search for new perspectives and protagonists in teaching history, and of a critical educational praxis,the theoretical basis being constituted by the authors Djamila Ribeiro, Lélia Gonzales, bell Hooks, Angela Davis, among other scientists.Black Feminism comes as a way to glimpse a society that values diverse ways of living and being, where marginalized and oppressed peoples have a right to a dignified life, are part of history and have a place to speak. Being, the didactic sequence a tool for building dialogues and valuing knowledge that delve into the diversities and cultures that shape history and contribute to the formation of an emancipated society, protagonizing new actions beyond racism and sexism.