O reconhecimento do ser cigano através do Ensino de História na EMEF Irmã Iraídes Holanda Lavour em Sousa - PB

Abstract

This study presents a qualitative investigation into the relationship between Calon Romani students and the school environment in the municipality of Sousa, Paraíba, Brazil. Focusing on the 5th-grade cohort at EMEF Irmã Iraídes Holanda Lavour, the research examines attendance patterns, student engagement, and the presence of Calon history and cultural expressions within the History curriculum. Anchored in an exploratory approach, the study draws on bibliographic and documentary sources about the Calon people and engages with theoretical frameworks of historical consciousness (Cerri, 2011), memory (Goldfarb, 2013), and identity (Silva, 2000). Through the development and implementation of the formative guide “Calon Romani Identity: Roots and Memory”, the research aims to support teachers in addressing ethnic-racial relations and promoting student protagonism. The findings highlight the importance of incorporating Romani cultural elements—such as oral traditions, music, and language—into formal education settings to foster inclusive pedagogical practices. Ultimately, the study contributes to expanding strategies for valuing history as re-signified by Romani children, encouraging a school culture that embraces diversity and strengthens intercultural dialogue.