Narratives of future history teachers about the Afro-Brazilians in the context of post-abolition: a study through the Federal Law 10.639/03

Abstract

The following research’s main objective is to reflect – in times of the Law 10.639/03 which has introduced the obligatory teaching of Afro Brazilian and African History and Culture in all Brazilian education system – about the senses and orienting principles presents in historic narratives of teachers-to-be from the north of Paraná about History of the Afro Brazilian at the post-abolitionist context. For such, it has been established dialogues, mainly, with the recent historiographical outlined in the Social History field dedicated to the study of the remains of slavery in a freedom conquer set, as well as the contributions of Jörn Rüsen (2001; 2001b) upon the concept of narrative substantiated at the light of Theory of History. The recent historiographical production dedicated to black population at the post-abolition has been emphasized by dialoguing with the legislation objective, wich means, bring back the historicity of afro Brazilian population. The historical narrative was taken as the way it is manifested the representations of humanity in time, and beyond, the way wich men interpreted in a significantly mode the time, for intentionally orient himself in the world. The sampling involved 141 narratives productions of seniors History undergraduates from FAFIMAN, UEL, UEM e UENP. Collected from instruments of investigation, this productions have passed by an qualitative textual analysis technique and/or content analysis developed by Laurence Bardin (1977). The investigation results points for the implementation of legislation’s instructions at the north Parana’s public colleges altogether with specific subjects upon Africa’s content. It signed that 91% of future teachers approve the introduction of teaching and learning African subjects in Brazilian educational spaces. They’ve had also indicated that the subjects immersed in the historic narrative of the undergraduates upon afro Brazilians at the post-abolition context comes close to the contributions of Florestan Fernandes (1972; 2008), turning the sociologist as reference for the teachers-to-be. This study intended to contribute for the improvement and effective of educational policies of affirmative actions – represented by the Law 10.639/03 and its developments – in the educational institutions in front of the deconstruction and construction of senses about Afro Brazilian History. The current work aims to analyze two discussions regarding musical nationalism produced between 1920 and 1940. These discussions maintained dialogues with the concepts of art and earlier Brazilian nation, forged largely by Brazilian romanticism of the second half of the nineteenth century. Amid discussions of musical nationalism in Brazil were, in different contexts, firstly Mario de Andrade during the 1920s and later on with members of the group Música Viva around 1940, two specific concepts of national music that, although diverging in many aspects, resembled in many others and showed the tense dialogue locked between these two groups as well as the continuities and ruptures present in their talks.