THE DISASONANCES AND CONSONANCES BETWEEN BLACK PRESS, EUROCENTRISM, AFROCENTRICITY AND HISTORY TEACHING
Keywords:
Diversity, Historical belonging, Afro-liberating teaching, Basic education, Black identityAbstract
This article aims to discuss stereotypes about black identity in Basic Education, problematize the construction of black identity and its challenges from a structural perspective under the Eurocentric atmosphere in different areas of society. Another factor is to discuss decolonial approaches structuring in different of an Afro-liberating teaching and the social role of the teacher in this teaching process and, specifically, highlighting some concepts: diversity, black identity and Afro-liberating teaching, in which, they allow corroborate to deconstruct colonial stereotypes interconnected in society. As well as dialoguing with the challenges inherent to society from post-abolition black organizations. Through a qualitative bibliographic analysis, the present study summarizes ongoing research that is addressing several questions: How was black identity constructed post-abolition? What are the challenges of relating black identity Basic Education? What dissonances are intrinsic in the fine line of historical belonging of black African culture? How do formal and non-formal spaces for learning contribute to the formation of black identity? Such questionings are intended to provide a concise debate and, above all, to outline possible discussions in the construction of black identity formation free from Eurocentric ties under the bias of Basic Education.
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