Banca de QUALIFICAÇÃO: GUSMÃO FREITAS AMORIM

THE CITY AS A CLASSROOM: MEMORY AND HISTORY OF THE ABOLITION OF SLAVERY IN REDEMPTION-CE

City as a space of knowledge. Teaching History. Abolition of slavery. Narratives of teenagers/students.

The theme of this research is the city as a space for the production of knowledge, a place and object of teaching. Of history. We analyzed the narratives of teenagers/students about the abolition process of slavery in the city of Redenção–CE, the first in Brazil to free all its enslaved on January 1, 1883. In what aspects are your readings similar or similar? distance from official historiography, didactic literature and places of memory (Nora, 1993). How the city is experienced by them as a space for teaching and learning history. We raise the hypothesis that the documents that narrate the abolition of slavery in Redenção–CE are reproducers of a colonized, exclusionary narrative, which highlight dates of “major events” and exalt “abolitionist heroes”, while at the same time silencing the voices of enslaved black people and people of African descent. And likewise, that teaching history non-problematizer can make the same mistake, configuring itself as a place of memory and space of silencing (Trouillot, 2016). Our thesis is that the adolescents/students reconstruct these narratives, giving them new meaning in dialogue with what proposes a teaching of decolonial history: denaturalizing them and reading them from their social experiences, increasing reflections on Afro-Brazilian cultural heritage, intolerance and racism. We aim to reflect, based on the readings of teenagers/students, about these narratives, such as interaction with the city, its history and places of memory contributes to the teaching and learning of history. The investigation is based on principles epistemological perspectives from a decolonial perspective, proposing a critical reinterpretation of socio-historical processes and understanding the teaching of history beyond the traditional space of the classroom, in dialogue with the city and the immediate realities of students (Ramallo, 2016, 2017; Azevedo, 2020; Walsh, 2009, 2013). We adopted the theoretical and methodological assumptions of the analysis documents suggested by historian André Cellard (2012) about the entire set of analyzed documents. As a data collection technique, to capture the narratives of adolescents/students, we used semi-structured interviews (Minayo, 2020).