Ensino de História da África e Saberes Docentes: problemáticas e desafios no chão da sala de aula

Abstract

In this article we analyze how the history teachers’ knowledge has been constituted with regard to the African theme. To achieve the proposed objectives, we use the methodological method of Oral History. In addition to the oral source, we rely on documents developed by the MEC concerning teacher training and, in particular, teachers of History, as well as documents related to education for ethnic-racial relations. As for the theoretical references, we based on studies of Lima (2006), Munanga (2008), Oliva (2006), Oliva (2003) among others for reflection on African themes and in Tardif (2012), Gauthier (1998), Monteiro, (2007) for the discussion about teacher knowledge. The research locus was high schools of the state education network of Ceará, bringing findings of a local reality, the city of Maranguape, in the metropolitan region of Fortaleza. We find that History teachers, subjects of the research, have different knowledge about the African theme forged along their formations in various formative spaces. Although it has gaps, such knowledge is most often in accordance with the new historiography about the theme. However, in practice, Africa and its history are still dealt with punctually in the everyday school life of high school.