Training with educators for a decolonial look at History textbooks

Abstract

The article seeks to analyze a professional master's research experience in Humanities Teaching. Based on decolonial perspectives, the research presented as a primary point the training of educators as a necessity for the analysis of Elementary School II textbooks. The problem listed as a guide was to understand how moments of training with educators, based on the decolonial perspective, could contribute to the analysis of the History textbook, committed to the education of ethnic-racial relations? As a result of the results of the meetings with educators, we produced a guide that enabled and facilitated the promotion of spaces for reflection on ethnic-racial relations in schools, in accordance with legislation 10639/2003 and 11645/2008, contributing to the existence of anti-racist stances and to value diversity. As a proposal open to suggestions and new implications, the guide was designed with the purpose of assisting teachers in the use of textbooks, both for a choice with a decolonial perspective and for a more critical perspective when planning classes. The intention was to promote reflections on subalternized and silenced cultures in textbooks and suggest new pedagogical approaches. The concepts related to decoloniality were used throughout the research process, training with educators and in the elaboration of the analysis categories for the textbooks.