Writing-teaching of the history:

an amefrican perspective of the Haitian Revolution

Abstract

Coloniality is a concept which defines the inheritance of colonization/ colonialism even after the end of the colonial process, marked by national liberations and independences. It expresses itself through different means, manifesting in power relations, possibilities of being and knowledge building. In the research a dialogue is established with the coloniality of power and it is argued that such concept finds
expression in the taught curricula, especially in History teaching. In this sense, the curricular component of the Haitian Revolution is investigated through the History
Teacher Manuals of the 8th grade of the School District of Pelotas/RS, with the aim of comprehending how its presence expresses a decolonial potential in the perspective
of an Amefrican Writing-Teaching of History. Therefore, it was required to identify the Teacher Manuals distributed in the School District and analyze how the categories of
coloniality and decoloniality are expressed in them. In contrast with the Eurocentric disciplinary tradition of History, it was pondered on the decolonial potential which
the historical narrative can assume from a better understanding of a revolutionary process gestated in the Americas. Establishing a theorical-methodological dialogue
with researches and investigations originating from the decolonial critique, it was found that the base text of the Student Books of the didactic collections analyzed
maintain, in their majority, a traditional historical narrative, anchored in a linear and Eurocentric time perspective. In them, the Haitian Revolution appears as a mere consequence of European events and rationality. However, in the History Teacher Manuals, references and elements are present which allow to think the Writing-Teaching of the History of the Haitian Revolution from other perspectives,
emerging as decolonial potential amongst the disciplinary tradition of History.