Currículo, cuidado e ensino de história: afeto como ferramenta de transformação da realidade de jovens negros na escola pública

Abstract

The aim of this dissertation is to analyze the relationship between teaching methodologies — which value personal histories, listening, the building of friendships and trust among students — student motivation, and the process of decolonizing the school environment. In the face of students' lack of motivation, teachers at Colégio D. Pedro II mobilize pedagogical strategies to engage them. As a form of resistance to the traditional colonial curriculum, teachers resort to teaching methodologies that value students. This work is grounded in decolonial critical theories (bell hooks, 2013; Grada Kilomba, 2019; Paulo Freire, 1967; Carmen Gabriel, 2021). A qualitative approach is adopted, with data collection through interviews. The interview-based investigation method seeks reflection based on students' accounts of what motivates them in the school environment. Among the conclusions, it is pointed out that methodologies that value students promote both student motivation and the deconstruction of the colonial heritage present in the school environment.