Os planos de aula do portal nova escola sob uma perspectiva antirracista.

Abstract

The visions built on the African continent were historically told from the look of another. This other conceived this place as being archaic and helped strengthen a pejorative idea about it, gradually organized through the centuries and strengthened through ties of exploitation and power. So much so that today it is common to associate Africa with poverty, misery, delay. Brazil received numerous Africans during the period when the slave trade in force and here this population sought mechanisms to resist all the oppression built around its culture and its traditions and, even of this regime, remain struggling so that their voices can be heard and can share your version about yourself. In an attempt to compensate for this exclusionary past, the federal government through Law No. 10.639/2003 made it mandatory the teaching of Africa and Afro-Brazilian culture and, more than twenty years of its creation, this legal device still faces numerous problems to be implemented in public schools across the country. Thus, the present study starts from the need to investigate the reasons why the legislation discussing an education of ethnic-racial relations is not promoted in the school environment, on the contrary, the maintenance of a little diverse logic dominated by a Eurocented view is observed. , especially in the teaching and study of history. Thus, understanding that class plans in basic education constitute as a 'scenario' of disputing society projects in the school environment, the research analyzes the history of history classes from an anti -racist perspective, made available by Portal Nova Escola, a known platform by numerous teachers, which is currently managed by one of the richest and most influential economic groups in the country. The research reveals the market bias of teaching and how teachers, several times, cannot structure a proposal for plural and diverse teaching that breaks with the historically constructed views on the African continent. Thus, in the end, the research proposes a didactic-pedagogical approach to history teaching through a methodological guide that contains didactic sequences that help foster a more inclusive educational practice that can be used as a tool for supporting teachers who seek break with this exclusionary social structure.