Sons da resistência: ensino de História numa perspectiva antirracista por meio da música em turmas do 3º ano do ensino médio do Instituto Padre Miguelinho/RN

Abstract

Racism in Brazil presents itself in a structural way. Music is a cultural manifestation that highlights this process. This dissertation sought to analyze the perception that 3rd year students at Instituto Padre Miguelinho (RN) have regarding racism as a structural problem in Brazilian society, as well as the students' perception regarding the concept of whiteness and its relationship with the various manifestations of structural racism in Brazil. To this end, students' impressions of these dimensions of racism in Brazil were analyzed using a questionnaire administered in electronic format. Based on the results of this questionnaire, a didactic sequence was proposed with the aim of overcoming the gaps suggested in the students' responses. The songs proposed as didactic tools aimed to favor the understanding of students in the 3rd year of high school, both regarding the structural character of racism in Brazil, and their understanding of the concept of whiteness and the relationship between this concept with the structural aspect of racism in Brazil. This dissertation presents reflections guided by the anti-racist legislation in force in the country, mainly law 10.639/03. This dissertation is also guided by the National Curricular Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture of 2004 and the Common National Curricular Base of 2018. As part of the research methodology, the application of a questionnaire to students to probe their perceptions about music, racism and whiteness. The objective of this work is to promote anti-racist education in 3rd year high school classes. As a product, a didactic sequence was proposed using music as a teaching tool that culminates in musical productions made by students, aiming to promote anti-racist education.