TEACHERS OF HISTORY: POSSIBLE DIALOGUES FOR AN ANTI-RACIST EDUCATION THROUGH PROJECT-BASED METHODOLOGY IN HISTORY CLASSES

Abstract

This article proposes reflections on the use and development of projects in History classes from the perspective of anti-racist education. It emphasizes the importance of a decolonial dialogue in History teaching, in accordance with Laws No. 10.639/2003 and No. 11.645/2008. The analyses are based on experiences carried out in a project developed with 6th-grade students in a public school in Rio Grande do Norte (RN), Brazil. Methodologically, the study is grounded in a decolonial perspective through the analysis of documentary sources produced by the students and by the author/teacher during the process. The project included activities such as music analysis, creation of poems and raps, cinema sessions, collage workshops, field classes, and an exhibition of the materials to the school community. The results show that the use of projects in History classes promotes the deepening of themes often silenced and strengthens the sense of belonging, appreciation, and recognition of Afro-Brazilian identity among students.