O ensino de história africana e afro-brasileira à luz do debate pós-colonial : estado da arte da produção final dos discentes nos programas de pós-graduação em história da Região Norte e Centro-Oeste (1998-2012)

Abstract

Under the protection of the State and the rationalist scientific status, the national historiography, foremost, during the Monarchy and part of the Republic period, sought to build the nation and the sense of belonging to the homeland that was consolidated from the ideals of liberal democracy. Nevertheless, it was necessary to nullify the difference and the social subjects, in order to conceive the "imagined community". Therefore, grounded on a colonialist logic and anchored, mostly, in Eurocentric references, the History in Brazil was developed in such a structure that the authority and uniqueness of classifying the condition of the historical subject was attributed to those who were worthy of such standing reputation. On the other hand, the extended historiographical and political-cultural process that attempted to silence - indirectly and directly - the numerous voices and forces that built the nation was not effective. This can be noticed by the various insurgency movements (physical and intellectual ones) throughout history against the oppression suffered by the neglected groups. On the path of this historical displeasure, the Black Movement (BM) emerges with its assertions that claim the main role and a substantial part of the History of Brazil. Thus, the Law 10.639/03 is considered one of the most meaningful outcomes from a row of BM struggles, as well as the greatest challenge to historians who now need to elaborate narratives that contrive the "real community" that is full of tensions and dissonant voices. Therefore, it is from the abovementioned Law that the current academic work draws its horizon of interest. In this dissertation, we seek to rigorously examine the academic production of the last fifteen years (1998 - 2012) in Postgraduate Programs in History approved by CAPES (Coordination for the Improvement of Higher Education Personnel) from Brazilian universities in the North and CentralWest regions. The purpose of knowing the history drawn in these papers required us to read meticulously about the power relations, the thematic interests, techniques and theoretical references that conducted the dissertations and theses during this temporal cut. Taking as support a theoretical framework based on argumentations and questions raised about colonialitiy and Eurocentrism, as a frame of reference of universal knowledge, the term paper was designed and privileged as a methodological basis, the content analysis and the critical inventories of contextual information about the academic production, as well as the quantitative and qualitative mapping of the themes. On this gathering of academic work, which shape the History and culture of Africa and of AfroBrazilians, the polysemy is an imperative that coexists with the singularity of this theme that configure the works here presented. This graded essay is part of some privileged thematic patterns, such as the perpetuation of social history, addressing slavery, the abolitionist movement, the resistance, the racial-ethnic relations and, in a minor way, the stories about Africa.