Banca de DEFESA: EMANUEL BERNARDO TENÓRIO CAVALCANTE

Teaching History and Adultcentrism: the (non)places of children and adolescents in school history

adultcentrism. History teaching. Decoloniality

The main objective of this research is to investigate the extent to which History Teaching is involved in the adult-centered paradigm. By adultcentrism we understand the set of practices that are based on the planning that a child or adolescent is biologically and cognitively immature, inadequate to relate socially and incapable of acting individually and collectively in favor of their own interests. This paradigm was designed to displace children and adolescents to a non-place, a space of silencing and invisibility. The perspective of Teaching History that we assume in the context of this investigation dialogues intensely with the decolonial theory, since there is an understanding that adult-centered practices can be understood in the scope of colonial/modern domination, inserted in the context of Eurocentric exploration. The way we understand the Teaching of History starts from the principle that the primary function of school history is to promote historical learning capable of mobilizing students to think historically, from their specific reality, as a Latin American boy or girl crossed by the various dimensions of history. intersectionality. Believing through the categories of decolonial thought, it is possible at the same time to identify the traits of the adult-centered paradigm in the practices of school history and to promote a dialogue with historiographies that, from the place of the subaltern, show elements for the construction of school historical narratives that place children and adolescents as centers. To achieve these objectives, the present work adopts the strategy of bringing the voices of children and adolescents to the center of the investigation, through semi-structured interviews with students from three high schools, located in the city of Cabo de Santo Agostinho- PHYSICAL EDUCATION. In order to account for the necessary representativeness, schools have three different social and educational dimensions: full-time state technical, single-shift state (regular) and private.