“MARIA SEM VERGONHA”: HISTÓRIAS SOBRE O ENSINO DE AFRICANIDADES

• DOI: https://doi.org/10.22533/at.ed.8011425090512

• Palavras-chave: Educação; Ensino de História da África; Fronteiras entre literatura e história.

• Keywords: Education; The teaching of African History; Borders between literature and history

• Abstract: This article aims to discuss and highlight possibilities about the teaching of African history based on the use of literary works on the continent and Africanities. The text is to an extent anthropomorphic adopts a natural element, and authorship reinvents itself in teaching in higher education. The methodological bias adopted corresponds to action research, as it allows the researcher to be inserted in the research facing the challenges and possibilities regarding the studied subject, which inaugurates attempts to research the whole practice, in this case, the teacher. The authors that dialogue, with the research, are many cast greater attention to Mia Couto, Agualusa and, Tripp (2019) in the methodological field. The use of literature in classes of various curricular components is not new in the theoretical field in education. In practice, it faces challenges, because reading time is rare for working students, immersion in other cultures is thought-provoking, and requires detachment from Eurocentralized frameworks and, values. As a partial result of the research, it was found that it is possible to break university boundaries while producing significant results in the learning of African history, especially when there is a meeting between various didactic-pedagogical tools/instruments. It is also worth mentioning that the literary plots and allegories sometimes caused some strangeness, which enabled the production of thoughts and reflections on being in the world from logics that subvert interpretative orders about the present past by offering other magnifying glasses that broaden horizons. The research was conducted from June to December 2019 and had the collaboration of students.