Afrolatinidade e currículo: História Afro-Latina e seu ensino a partir das Diretrizes Curriculares da Educação Básica no Uruguai e no Rio Grande do Sul

Abstract

This monograph presents a comparative observation of the historical panorama of the trajectory of the Afro-latino populations of Uruguay and Rio Grande do Sul (Brazil), as well as the legislation and curricular guidelines for the teaching of African and Afro-descendant history in these territories. It seeks to understand what knowledge students on both sides of the border have access to, organized by the responsible institutions, related to afro-diasporic and afro-Latin themes in basic education (Ensino Fundamental and Educação Básica Integrada). For this purpose, historical, legislative and curricular comparative axes are defined, contemplating a broad chronological cut in a restricted political space. It will be concluded, from the analysis of presences and absences, that each programmatic curriculum is characterized by assuming different views on the insertion of afro-diasporic and afro-latin knowledge, where the Uruguayan curriculum is closer to a Eurocentric perspective and reproducer of Western hegemonic knowledge, while the sul-rio-grandense curriculum turns to the Brazilian postcolonial perspective, contemplating a large number of afro-diasporic knowledge.