Educação antirracista a partir da análise do filme A Princesa e o Sapo: contribuições para o ensino de história.

Abstract

This article aims to critically analyze the use of the film The Princess and the Frog (2009) as a pedagogical tool for teaching history and anti-racist education, focusing on the historical construction of the image of Black people in audiovisual productions. With the enactment of Laws 10.639/2003 and 11.645/2008, which made it mandatory to teach the history of Africa, African people, and Indigenous history and culture in Brazilian school curricula, there has been significant progress in recognizing the historical and cultural contributions of these groups. However, despite the existence of these laws for over two decades, racism persists, revealing the ongoing need for effective pedagogical approaches to combat it. In this context, the use of new educational methodologies and tools is essential. Digital technologies and audiovisual content, such as animated films, provide new opportunities to teach complex topics like racism. This study adopts a qualitative approach, using content analysis to examine the film The Princess and the Frog (2009) as a pedagogical tool in history teaching. The critical analysis of race and cultural representations in the narrative seeks to identify and deconstruct stereotypes that may influence students' perceptions of ethnic and racial diversity. The approach aims to explore how this film can be used to promote a critical discussion about the representation of Black people in audiovisual productions and to reflect on the role of History Education in developing a critical and anti-racist historical consciousness. This study is grounded in the theoretical contributions of Citolin (2017), Brasil (2004), Fernandes (1972), and Jakubaszko (2015), providing a solid foundation for the discussion.