“I don’t know if I can say I’m not racist”: student narratives on the history of Afro-Brazilian and indigenous culture in the Higher Education
DOI:
https://doi.org/10.5212/PraxEduc.v.17.19330.034Abstract
The aim of this study is to analyze narratives elaborated by university students from several courses at the Universidade Regional de Blumenau on the theme of ethnic-racial diversity, from the subject “History of Afro-Brazilian and Indigenous Culture” and how it fits into the situation and in the singularities experienced by the society in question, that of the Vale do Itajaí, in Santa Catarina, Brazil. This work is anchored in debates about the construction of narratives, based on Paul Ricoeur, with the hermeneutic circle, and Jörn Rüsen, about the notion of historical learning. The sources come from a questionnaire distributed to students in the first and second academic semester of 2020. Regarding the results, this study found an important discursive re-elaboration on indigenous and Afro-Brazilian history and a recognition of the singularities of identity, contexts of denial of rights and the historical processes of exclusion.
Keywords: History of Afro-Brazilian and Indigenous culture. Narratives. Historical learning.
Published
Issue
Section
License
Authors who publish in this journal agree with the following terms:
a) Authors keep the copyrights and concede the right of its first publication to the magazine. The work piece must be simultaneously licensed on the Creative Commons Attribution License which allows the paper sharing, and preserves both the author identity and the right of first publication to this magazine.
b) Authors are authorized to assume additional contracts separately, to not-exclusively distribution of the paper version published in this magazine (e.g.: publish in institutional repository or as a book chapter), with the author identity recognition and its first publication in this magazine.
c) Authors are permitted and stimulated to publish and distribute their papers online (e.g.: in institutional repository or on their personal webpage), considering it can generate productive alterations, as well as increase the impact and the quotations of the published paper.
d) This journal provides public access to all its content, as this allows a greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of the research, distributing OJS as well as other software to support the publication system of public access to academic sources.
e) The names and e-mail addresses on this site will be used exclusively for the purposes of the journal and are not available for other purposes.
This work is licensed under a Creative Commons Attribution 4.0 International License.
