Article
Spanish
ID: <
oai:doaj.org/article:5855938d4d5043dd8aeee07fed832fc1>
·
DOI: <
10.25267/Hachetetepe.2020.i20.5>
Abstract
The aim of this article is to verify, through the narratives written in teaching charters from teachers and students, that there are representations in teaching practices and in the curricula on Afro-Brasileña and African culture at school. The research was carried out with four teachers and four four-degree students from the initial years of primary education in four different schools, located in the city of Campo Mourão-Paraná (Brazil). Research is of a qualitative nature and the methodological tools used were pedagogical charters. As a result, it is noted that the narratives circulating in the school routine need to be discussed. With this research, through the analysis of the letters, it appears that work with Afro-Brasileña culture is being addressed in a fragmented way. Therefore, the need to promote studies on the importance of ethnic black representation, which teachers, pupils and the entire school team should make visible, so that children can access other representations and cultures.