THE DISASONANCES AND CONSONANCES BETWEEN BLACK PRESS, EUROCENTRISM, AFROCENTRICITY AND HISTORY TEACHING

Abstract

This article aims to discuss stereotypes about black identity in Basic Education, problematize the construction of black identity and its challenges from a structural perspective under the Eurocentric atmosphere in different areas of society. Another factor is to discuss decolonial approaches structuring in different of an Afro-liberating teaching and the social role of the teacher in this teaching process and, specifically, highlighting some concepts: diversity, black identity and Afro-liberating teaching, in which, they allow corroborate to deconstruct colonial stereotypes interconnected in society. As well as dialoguing with the challenges inherent to society from post-abolition black organizations. Through a qualitative bibliographic analysis, the present study summarizes ongoing research that is addressing several questions: How was black identity constructed post-abolition? What are the challenges of relating black identity Basic Education? What dissonances are intrinsic in the fine line of historical belonging of black African culture? How do formal and non-formal spaces for learning contribute to the formation of black identity? Such questionings are intended to provide a concise debate and, above all, to outline possible discussions in the construction of black identity formation free from Eurocentric ties under the bias of Basic Education.