PRACTICAL-PEDAGOGICAL EXPERIENCE IN HISTORY TEACHING: A CHALLENGE FOR HISTORY TEACHERS

Abstract

The study addresses pedagogical practice in History teaching through the implementation of Laws 10.639/03 and 11.645/08, emphasizing the need to decolonize the school curriculum and highlight Afro-Brazilian and Indigenous contributions to society. It is an applied research conducted in a public school context, involving teachers and students in interdisciplinary activities aimed at cultural appreciation and combating structural racism. The purpose was to foster critical reflections on the single narrative present in textbooks and encourage youth protagonism in building plural perspectives. The methodology consisted of designing and executing a collective project across different subject areas, including seminars, workshops, ancestral circles, and participation of local Indigenous communities. The results revealed increased student awareness of cultural diversity, strengthened Afro-Indigenous identity, and greater teacher engagement in enforcing the laws. The research concludes that interdisciplinary pedagogical practice transforms History teaching into a space for valuing silenced voices, expanding dialogue, and promoting a continuous and meaningful antiracist education.