EDUCATION FOR ETHNIC-RACIAL RELATIONS IN HISTORY TEACHING: BETWEEN CURRICULUM, MEMORY, AND RESISTANCE

Abstract

This study aims to analyze how History teaching can promote Education for Ethnic-Racial Relations through the articulation of curriculum, memory, and resistance. The research is qualitative and grounded in historical-dialectical materialism, seeking to understand the relationships established among subjects, contexts, and the historical and social conditions that constitute them, based on Marconi and Lakatos (2017) and Siqueira and Pereira (2019). To this end, the study analyzes cartoons as visual and pedagogical resources for History teaching, considering their articulation between visual and written language and the meanings produced within specific historical and social contexts. The discussion is grounded in Moreira (2025), Atallah (2019), Rocha et al. (2026), Maia et al. (2026), Pereira Júnior et al. (2026), and Flores (2002), whose contributions address curriculum, memory, History teaching, ethnic-racial relations, and the use of images as possibilities for critical reading. The cartoons analyzed are understood as productions that enable the problematization of different social representations, power relations, prejudice, and forms of resistance. The results indicate that the use of cartoons can go beyond a merely illustrative function, constituting a resource for more critical, meaningful, and contextualized historical learning, contributing to the problematization of ethnic-racial inequalities and to the recognition of the different memories, identities, and contributions that constitute the formation of Brazilian society.