TCC - Licenciatura em História (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/460
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Item “Educar-nos a nós próprios”: a pedagogia anticolonial as Escolas-Piloto do P.A.I.G.C. (1950 -1979)(2025-01-29) Santos, Letícia Maria Torres Melo dos; Silva, Giselda Brito; http://lattes.cnpq.br/2327404253426354; http://lattes.cnpq.br/1550315608408255This article addresses the anticolonial pedagogy of the Pilot Schools, created within the scope of the African Party for the Independence of Guinea-Bissau and Cape Verde (P.A.I.G.C), during the period of the struggle for independence and afterwards. The objective of this work is to situate the profile of Amílcar Cabral, as the founder of P.A.I.G.C. We also seek to highlight the contribution of Paulo Freire and Mário de Andrade to the anticolonial education project proposed by Amílcar Cabral, indicating their places of dialogue with Amílcar Cabral and with the Pilot Schools project. The goal is to indicate how these dialogues were important for the “Pilot Schools” during the process of anticolonial struggles, identifying the pedagogical thinking of Amílcar Cabral and of those who most collaborated with his pedagogical project for the formation of a historical consciousness focused on colonial liberation. To this end, we sought to demonstrate how these Schools represented a counterpoint to the colonial educational policy implemented by the colonizers, using program documents produced by the P.A.I.G.C on educational policy during the liberation process and documents that deal with the presence of Freire's Method and the participation of Mário de Andrade in the pedagogical project of the Schools.Item O eurocentrismo e os desafios à efetivação da Lei 10.639/03 no âmbito escolar(2019-12-12) Fonseca, Gisely Capitulino da; Acioli, Gustavo; http://lattes.cnpq.br/4871749798523527; http://lattes.cnpq.br/7527899507289534This bibliographic work aims to understand how Eurocentrism constitutes the challenges to the implementation of Law 10.639 / 03 in schools, analyzing the studies and research on a Eurocentric presence in the curriculum and textbooks, addressing, later, possibilities to reflect and minimize such European ethnocentrism. Throughout this article, we propose to contextualize and understand these aspects through Latin American Decolonial Thought.