"School samba: the use of the concepts of memory and identity for the education of ethnic-racial relations"
Teaching of History - Ethnic-racial relations - Historical culture Samba-plot - Memory and identity - Critic interculturality.
Historically marginalized, in consequence of the form of its insertion in the Atlantic and Portuguese-Brazilian modernity, the Afro-Brazilian population has been seeking after, since the end of the slavery period/ slave life, a notable pursue of social inclusion. The educacional question has been a crucial point in the strategy to fight for ascension, in the beggining that fight was focused on the pursue of that type of service, achieving the highest point of the exigency of a pedagogic review most recently which can garantee more amplitude and recognition to the Afro-Brazilian
population as integral and important part for the construction of the Brazilian culture and society. That fighting for inclusion and visibility eventuated in the law 10639 of 2003 which stablished the obligatoriness of the teachings of African and AfroBrazilian history and culture in Brazilian schools. Being attentive to the necessity created by the law and the role of history in society, we seek to make a critism of the elementary school curriculum which is highly marked by a Eurocentric, excluding and subdue vision of the Afro identity. Therefore, using the John Rüsen’s concept of historic culture, we seek after in the dialog between the school history and music as a didadict instrument a way of fomenting and making Afro memories and manifestations feasible and that it can allow to revive, value and strengh Afro- Brazilian identities. Thus, we are looking for achieving a critic interculturality, contributing to the democratization of the school space and the changing of the society itself into a society that is more inclusive, democratic and valorizing of the differences.