Abstracts History

Memory, identity and school curriculum: the insertion of afro-descendant history and culture in the teaching of a public school in Viçosa-MG

by Vânia Machado Bento Rodrigues

The present research was developed within the scope of the Professional Master in Cultural Heritage, Landscapes and Citizenship at the Federal University of Viçosa and had as an object of studies a public school in the municipal network of Viçosa-MG. This work sought to investigate, discuss and get to know the issue of the insertion of Afro-descendant history and culture in the school curriculum, analyzing the teaching of History and disciplines at the end, in the final grades of Elementary School. It was also proposed to verify the applicability of Law nº 10.639 / 2003, which introduced the mandatory teaching of Afro-Brazilian history and culture in the school curriculum. Seeking to analyze the use of the textbook as a vehicle/instrument, used in History classes. Still, in an attempt to “overcome” the story officially told, I sought to survey the Memory that involves history and culture belonging to Afro-descendant roots in a national, regional, and local context. And last but not least, as a researcher, I tried to understand how the school students participate in terms of participation and insertion of Afro-descendant culture in the school curriculum, seeking to highlight positive educational practices and student leadership. Keywords: Memory. Identity. School curriculum. Story. Afrodescent.