Letramento racial histórico: ensino de História e Educação Antirracista entre os discentes do 8º e 9º anos da EMEF Virgínia Gonçalves dos Santos, no município de Peixe-Boi/Pa

Abstract

This study addresses the teaching of History and anti-racist education among 8th and 9th grade students at EMEF Virgínia Gonçalves dos Santos, located in the municipality of Peixe-Boi/PA, Brazil. The research aims to investigate how History education can serve as a problematizing tool in promoting anti-racist education within the school environment. It seeks to contribute to the development of historical racial literacy among students, as well as to encourage reflection on the importance of Black identity and consciousness. To achieve these objectives, the research is qualitative, employing bibliographic and documental approaches. Methodological procedures included systematic observation and the application of questionnaires, aiming to investigate students' perceptions, knowledge, and meanings attributed to ethnic-racial relations. Moreover, the study seeks to problematize the school culture, which has historically been shaped by racist practices, highlighting, in contrast, the importance of implementing anti-racist education in schools. From this perspective, the study hypothesizes that History education, by enabling the reinterpretation of historical processes related to Afro-Brazilian peoples and local history, can contribute to the development of racial literacy among students. Thus, it is expected that students will be able to build critical reflections and develop actions grounded in the appreciation of Black consciousness and the promotion of anti-racist education. In this process, the educational booklet used proved to be a fundamental pedagogical tool, being not only informative but also potentially transformative for educational practice. Its application was organized into three main stages: initially, a diagnostic phase to understand students’ prior knowledge; next, a guided reading of the booklet; and finally, an evaluation phase. This methodological pathway contributed to mediating knowledge and facilitating the learning process.