O Menelik e O Menelick 2o ato: permanência da imprensa negra e seu potencial pedagógico para o ensino de história
Carregando...
Data
2024-01-29
Autores
Silva, Robson Rodrigues da [UNIFESP]
Orientadores
Vieira, Cleber Santos
Tipo
Dissertação de mestrado profissional
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Este trabalho propõe um estudo histórico de periódicos da imprensa negra buscando o potencial pedagógico dessas publicações, pensando especificamente no Ensino de História no 9º ano do Ensino Fundamental II. Os periódicos escolhidos são O Menelik, publicado pela primeira vez em 1915, e a revista O Menelick 2º Ato, cujo primeiro número foi publicado em 2010. Em relação ao jornal O Menelik encontramos dois exemplares, números 13 e 14, os quais até o momento de construção dessa pesquisa, não haviam sido abordados em outros trabalhos consultados. Seguindo as ideias de Moura (2019) entendemos a imprensa negra como um grupo específico de resistência que existiu e resistiu a diferentes conjunturas ao longo do século XX e permanece no século XXI. O contexto de surgimento da imprensa negra, dos estudos que a envolvem, bem como seus significados são abordados de acordo com autores como Domingues (2007, 2008a, 2008b), Jacino (2008), Malatian (2018), Ferrara (1986), Bastide (1973). A metodologia de análise das fontes/objetos de pesquisa seguirá os aportes de Luca (2015), Cruz e Peixoto (2007) e Bittencourt (2008). Do ponto de vista do lugar do ensino de História, consideramos a escola como uma instituição no interior de uma estrutura social racista, e buscamos apontar as lutas do Movimento Negro ao longo do século XX e início do XXI que culminaram na aprovação da Lei 10.639/03, que altera a Lei de Diretrizes e Bases da Educação Nacional (Lei 9.394/96), instituindo no currículo a obrigatoriedade do ensino de História e Cultura Afro-Brasileira. Analisamos também as Diretrizes Curriculares Nacionais para a Educação das Relações Étnico-Raciais e para o Ensino de História e Cultura Afro-Brasileira e Africana, do ponto de vista de sua construção e dos desafios para sua implementação. As análises propostas neste trabalho entendem que a construção de narrativas históricas, ancoradas no protagonismo negro, fazem parte das disputas de poder envolvidas na escrita da História. Tais reflexões apoiam-se na perspectiva de Trouillot (2016). Nossas análises pautadas nos objetivos e conceitos explicitados, encontraram nos jornais e revistas estudados inúmeros temas pertinentes para a produção de narrativas históricas que valorizem a participação da população negra na história do Brasil. Neste sentido apontamos algumas possibilidades de sequências didáticas baseadas na pesquisa das fontes, além de propostas para a formação de professores de História em uma perspectiva de ensino antirracista. As propostas que fizemos envolvem também relatos de experiências realizadas durante a construção da pesquisa.
This paper proposes a historical study of periodicals from the black press, looking for the pedagogical potential of these publications, thinking specifically of History Teaching in the 9th grade of Primary School II. The periodicals chosen are O Menelik, first published in 1915, and the magazine O Menelick 2º Ato, whose first issue was published in 2010. We found two copies of the newspaper O Menelik, numbers 13 and 14, which had not been covered in any of the other works consulted up until the time of this research. Following the ideas of Moura (2019), we understand the black press as a specific resistance group that existed and resisted different conjunctures throughout the 20th century and continues to do so in the 21st century. The context of the emergence of the black press, the studies that involve it, as well as its meanings are addressed according to authors such as Domingues (2007, 2008a, 2008b), Jacino (2008), Malatian (2018), Ferrara (1986), Bastide (1973). The methodology for analyzing the research sources/objects will follow the contributions of Luca (2015), Cruz and Peixoto (2007) and Bittencourt (2008). From the point of view of the place of History teaching, we consider the school as an institution within a racist social structure, and we seek to point out the struggles of the Black Movement throughout the 20th and early 21st centuries that culminated in the approval of Law 10.639/03, which amends the Law of Guidelines and Bases of National Education (Law 9.394/96), making the teaching of Afro-Brazilian History and Culture compulsory in the curriculum. We also analyzed the Diretrizes Curriculares Nacionais para a Educação das Relações Étnico-Raciais e para o Ensino de História e Cultura Afro-Brasileira e Africana, from the point of view of their construction and the challenges for their implementation. The analyses proposed in this paper understand that the construction of historical narratives, anchored in black protagonism, are part of the power disputes involved in writing history. These reflections are based on the perspective of Trouillot (2016). Our analysis, based on the objectives and concepts explained above, found numerous pertinent themes in the newspapers and magazines studied for the production of historical narratives that value the participation of the black population in Brazilian history. In this sense, we point out some possibilities for didactic sequences based on researching the sources, as well as proposals for training history teachers from an anti-racist teaching perspective. The proposals we have made also involve reports of experiences made during the construction of the research.
This paper proposes a historical study of periodicals from the black press, looking for the pedagogical potential of these publications, thinking specifically of History Teaching in the 9th grade of Primary School II. The periodicals chosen are O Menelik, first published in 1915, and the magazine O Menelick 2º Ato, whose first issue was published in 2010. We found two copies of the newspaper O Menelik, numbers 13 and 14, which had not been covered in any of the other works consulted up until the time of this research. Following the ideas of Moura (2019), we understand the black press as a specific resistance group that existed and resisted different conjunctures throughout the 20th century and continues to do so in the 21st century. The context of the emergence of the black press, the studies that involve it, as well as its meanings are addressed according to authors such as Domingues (2007, 2008a, 2008b), Jacino (2008), Malatian (2018), Ferrara (1986), Bastide (1973). The methodology for analyzing the research sources/objects will follow the contributions of Luca (2015), Cruz and Peixoto (2007) and Bittencourt (2008). From the point of view of the place of History teaching, we consider the school as an institution within a racist social structure, and we seek to point out the struggles of the Black Movement throughout the 20th and early 21st centuries that culminated in the approval of Law 10.639/03, which amends the Law of Guidelines and Bases of National Education (Law 9.394/96), making the teaching of Afro-Brazilian History and Culture compulsory in the curriculum. We also analyzed the Diretrizes Curriculares Nacionais para a Educação das Relações Étnico-Raciais e para o Ensino de História e Cultura Afro-Brasileira e Africana, from the point of view of their construction and the challenges for their implementation. The analyses proposed in this paper understand that the construction of historical narratives, anchored in black protagonism, are part of the power disputes involved in writing history. These reflections are based on the perspective of Trouillot (2016). Our analysis, based on the objectives and concepts explained above, found numerous pertinent themes in the newspapers and magazines studied for the production of historical narratives that value the participation of the black population in Brazilian history. In this sense, we point out some possibilities for didactic sequences based on researching the sources, as well as proposals for training history teachers from an anti-racist teaching perspective. The proposals we have made also involve reports of experiences made during the construction of the research.
Descrição
Citação
SILVA, Rodrigues Rodrigues da. O Menelik e O Menelick 2o ato: permanência da imprensa negra e seu potencial pedagógico para o Ensino de História. 2024. Dissertação (Mestrado Profissional em Ensino de História) – Universidade Federal de São Paulo, Guarulhos, 2024.