Proposals for educating through narratives using monads: The case of teaching African and Afro-Brazilian history and culture in Schools
Proposals for educating through narratives using monads: The case of teaching African and Afro-Brazilian history and culture in Schools
DOI:
https://doi.org/10.51473/rcmos.v1i2.2025.1767Keywords:
Education; African diaspora; Monad; Narratives; (Re)existence.Abstract
The teaching of African and Afro-Brazilian history and culture in Brazilian schools, driven by Law 10.639/2003, seeks to promote an inclusive, anti-racist and plural education. The objective is to accompany and recognize the cultural and social heterogeneity of Brazil, while understanding existing social dynamics, the ailments generated by structural racism, and the historical erasure of politically minoritized groups, their histories and resistances. This communication proposes the theoretical–methodological construction of educational proposals that employ narratives as monads, seeking to demonstrate how the integration of these elements can enhance the fight against racism and the teaching of African and Afro-Brazilian culture in schools. To this end, we engage with the contributions of the author Conceição Evaristo, using as a reference the chapter “Narratives of (re)existence,” which originated from her speech at the XIII Southeastern Regional Meeting of Oral History in 2019, held in the Pedro Calmon Hall at UFRJ. We seek to demonstrate how the integration of these elements can enhance the educational experience, promoting a deeper and more engaging understanding of knowledge in the fight against racism and in the teaching of African and Afro-Brazilian culture in schools.
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