Ensino de Geografia por uma ótica racial: Proposição a partir da Literatura Negra brasileira

Abstract

Relating Geography teaching to Black Literature is not new; however, the interest of geography in Black Literature is not constant. It is an important discussion to understand how the black racial perspective, brazilian or foreign black production, and anti-racism contribute to the interpretation of geographic space. There is a great deal of work on Geography and Literature, but black writers and their works are not frequently invited to the debate. The visibility of antiracist discussions and approaches is also an exception in Geography teaching, when they are considered truly scientific. The aim is to answer the question: how can the connection between Geography teaching and Black Literature contribute to an anti-racist reading of geographic space, encouraging teachers in initial and continuing training to approach racial issues in secondary education? Our goal was to propose an anti-racist reading of brazilian geographic space for teachers in initial and continuing training, based on a dialogue between Geography teaching and Black Literature. The specific objectives were: to discuss the effects of Law 10.639 on the Geography teaching, considering racial issues as fundamental to the exercise of citizenship; to engage with Black Literature in order to encourage the reading of geographic space from an antiracist perspective, especially regarding the formation of brazilian territory; to construct teaching materials, based on the Inovação em Propostas de Ensino de Geografia (IPEGEO) methodology, aimed at teachers in initial and continuing training in the subject of Geography. Based on historical and dialectical materialism and historical-cultural theory, this qualitative research aimed to: develop a “percurso didático”, based on IPEGEO and, from this “percurso”, produce didactic material directed at Geography teachers in initial or continuing teacher training. The children's book "Histórias da Preta", Heloisa Pires Lima, was chosen to be used in order to teach the concept of brazilian territorial formation at the high school level. The dialogue between Black Geographies and Black Literature is reflected in the teaching material by bringing two fundamental aspects: first, anti-racist approaches are indispensable for students as well as for Geography teachers. In the same way that racializing geographical content should be an exercise parallel to dispute the curriculum. Secondly, when Black Literature is approached as a central theme in classes, and not as a supporting element, it raises awareness of racial issues and proposes interpretations of the formation of brazilian territory that make visible trajectories that are rarely mentioned in Geography teaching. This work reveals that the unease surrounding racial issues in Geography and in the Geography teaching is not about weakening the geographical science: it is about responsibility, commitment and prioritization – or the lack thereof.