O uso da música, combate ao preconceito étnico-racial e ensino de história: uma sequência didática aplicada aos 7º anos, Colégio Amadeus, Aracaju, Sergipe, 2023

Abstract

Law No. 10,639 of 2003 represents the need and its importance for training and socialization in combating ethnic-racial prejudice; due to the possibility of generating actions that contribute to the deconstruction of stereotypes, prejudices and stigmas rooted in society in relation to the history and culture of the black population. Mediated by this discourse, the objective of this work was to enhance history teaching and learning practices, focusing on combating ethnic-racial prejudice towards black people in Brazilian society. Therefore, this research promoted a teaching methodology through a didactic sequence (with a script of activities), using music as methodological and pedagogical support in teaching history to combat this prejudice. The pedagogical actions of the didactic sequence were divided and executed, aligned with the contents of the third two months: firstly, the theme of the history and culture of African people served as initial contextualization; second, the actions were developed using music (lyrics and audio) as a historical document; the third moment occurred through the culmination of socialization of learning. This experience/practice was worked with students in the 7th year of Elementary School II, at Colégio Amadeus, a unit of the private education network in Aracaju, Sergipe, in the months of September and October in the year 2023. From this stance pedagogical, historiographical and humanistic, it was possible to re-signify school culture as a favorable space in which students recognized themselves as subjects who respect the ethnic-racial diversity of people. This teaching and learning proposal is attentive to the regulations of the National Curricular Parameters (PCNs) and the National Common Curricular Base (BNCC). In theoretical terms, the foundation that guided the reflections of this study was mainly based on the works of Almeida (2019), Schmidt, et. al, (2011) Rüsen (2012), Freitas e Oliveira (2022) and Gomes (2005), as well as other authors whose writings contributed to the foundation of this research.