Samba-enredo e identidades negras: Abordagens docentes no ensino de História escolar

Abstract

In 2024 will be the 21st anniversary of the enactment of Law 10.639 and the 16th of Law 11.645. This legislations, in a political and social context of reverberating demands from Black resistance movement in Brazil, established the requirement for the inclusion of content related to Afro-Brazilian and African History and Culture (law 10,639), complemented by the requirement for the study of Indigenous Culture (law 11,645) in Brazilian schools. Despite the importance of applying these laws, Brazil continues to be a country marked by racism and colonialist thinking, where non-white children and adolescents, especially black people, face difficulties in seeing themselves in a positive way or even in assuming their own ethnic identity. -racial, as evidenced in the course of the work. Having this context as a backdrop, the research seeks to reflect on how the didactic use of samba-enredo lyrics, as a cultural expression developed by samba schools, playing an intrinsic role of cultural resistance and preservation of the memory of Africanity in Brazil, can contribute to the promotion of black identities through the teaching of school history. The hypothesis developed in the research is that its power lies both in the fact that samba is an artifact that helps maintain cultural traditions of African origin, and because it is constituted by narratives that place the black population as the protagonists of the History of Brazil. The research, in addition to presenting a history of the development of sambas-enredo in dialogue with changes in the national political scenario in the second half of the 20th century, especially from the 1980s onwards, analyzes interviews with school history teachers who explain their objectives , the difficulties and results of their teaching actions. Oral History was used as a method, proving the efficiency of this practice in building anti-racist education