Ecos de São Domingos: as contribuições decoloniais para uma revolução contra a colonialidade epistêmica no Ensino de História

Abstract

This work sought to analyze and explain the problem of why the Haitian Revolution is worked on in the 8th grade of elementary school as an appendix to the French Revolution. Our main theoretical contribution was the decolonial perspective using the concept of “coloniality” as the starting point, aiming to present the paths of “epistemic colonization” in the teaching of history, using as a research methodology analyses of bibliographic discussions regarding teacher training directed at French quadripartism, which is extremely Eurocentric; we investigated the Common Core National Curriculum based on skills and competencies; we carried out an analysis regarding our problem in the textbooks of the PNLD 2020-2024; in the research space, the Barão de Igarapé Miri school, we collected data through “classroom ethnography” and the application of questionnaires in class 803. As a product of the dissertation, we proposed the construction of historical narratives through workshops that analyzed historical sources of Echoes of the Haitian Revolution in Brazil, aiming to create a short comic book at the end of the productions.