O racismo estrutural e as suas consequências na representação da mulher negra no ensino de História

Abstract

The present research has as its central theme to analyse the structural racism in the Teaching of History, observing how this in the repercussion in the invisibility of the protagonism of the black woman in the historical processes studied in the contents of the Basic Education of the Elementary School Final Years. For this, we work several concepts, among them structural racism, black feminism, and gendered racism. As a way to overcome these erasures, we will seek in the active methodologies that help us in the teaching and learning process, the chosen tool are the educational games, which has in its plots and protagonism black women in the historical processes studied in the classroom, but who suffer erasures due to structural racism. For this, we will work on the concept of gamification and its use in the educational environment. For the construction of this research, we will use in the theoretical framework the works of Grada Kilomba, Silvio de Almeida, Achille Mbembe, Lélia Gonzalez, to work on concepts such as race, racism, intersectionality, and blackness. In relation to how racism and gender inequality took root in the social formation of Brazil, we used the following James Pinsky, Emilia Viotti da Costa and Mary De Priore and Darci Ribeiro. On History Teaching, active methodologies, games, and gamification, we used as theoretical reference, Circe Bittencourt, Maria Auxiliadora Schmidt, and Lilian Bacich. The purpose of this research is to help teachers of History of Basic Education to observe structural racism in the contents, through the erasure of the protagonism of black women in school historical knowledge and help them overcome them through active methodologies that assist in the engagement of students, such as games and gamification.