Narratives of mozambic elderly people in the interface with the cock paintings of Chinhamapere: alvitre to a decolonial pedagogy in history teaching

In this text we intend to establish a bridge based on the theme of the dissertation entitled “Sharing memories and narratives of Mozambican masters in the interface with the rock paintings of Chinhamapere”, developed in the Postgraduate Program in Public History at UNESPAR. Campo Mourão campus, to t...

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Autores: Jaquete, Inácio Márcio de Jesus Fernando, França, Cyntia Simioni, Paim, Elison Antonio
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2025
País:Brasil
Recursos:Universidade Federal de Lavras (UFLA)
Repositorio:Devir Educação
Idioma:portugués
OAI Identifier:oai:devireducacao.ded.ufla.br:article/932
Acesso em linha:https://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/932
Access Level:acceso abierto
Palavra-chave:Memória, Narrrativas, pedagogia decolonial
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dc.title.none.fl_str_mv Narratives of mozambic elderly people in the interface with the cock paintings of Chinhamapere: alvitre to a decolonial pedagogy in history teaching
Narrativas de personas mayores mozambicen la interfaz con las pinturas de polla de Chinhamapere: alvitre a una pedagogía decolonial en la historia de la historia
Narrativas dos anciãos (as) moçambicanos (as) na interface com as pinturas rupestres de Chinhamapere: alvitre à uma pedagogia decolonial no ensino de história
title Narratives of mozambic elderly people in the interface with the cock paintings of Chinhamapere: alvitre to a decolonial pedagogy in history teaching
spellingShingle Narratives of mozambic elderly people in the interface with the cock paintings of Chinhamapere: alvitre to a decolonial pedagogy in history teaching
Jaquete, Inácio Márcio de Jesus Fernando
Memória, Narrrativas, pedagogia decolonial
title_short Narratives of mozambic elderly people in the interface with the cock paintings of Chinhamapere: alvitre to a decolonial pedagogy in history teaching
title_full Narratives of mozambic elderly people in the interface with the cock paintings of Chinhamapere: alvitre to a decolonial pedagogy in history teaching
title_fullStr Narratives of mozambic elderly people in the interface with the cock paintings of Chinhamapere: alvitre to a decolonial pedagogy in history teaching
title_full_unstemmed Narratives of mozambic elderly people in the interface with the cock paintings of Chinhamapere: alvitre to a decolonial pedagogy in history teaching
title_sort Narratives of mozambic elderly people in the interface with the cock paintings of Chinhamapere: alvitre to a decolonial pedagogy in history teaching
dc.creator.none.fl_str_mv Jaquete, Inácio Márcio de Jesus Fernando
França, Cyntia Simioni
Paim, Elison Antonio
author Jaquete, Inácio Márcio de Jesus Fernando
author_facet Jaquete, Inácio Márcio de Jesus Fernando
França, Cyntia Simioni
Paim, Elison Antonio
author_role author
author2 França, Cyntia Simioni
Paim, Elison Antonio
author2_role author
author
dc.subject.por.fl_str_mv Memória, Narrrativas, pedagogia decolonial
topic Memória, Narrrativas, pedagogia decolonial
description In this text we intend to establish a bridge based on the theme of the dissertation entitled “Sharing memories and narratives of Mozambican masters in the interface with the rock paintings of Chinhamapere”, developed in the Postgraduate Program in Public History at UNESPAR. Campo Mourão campus, to think about the teaching of history in Mozambique from a dialogical perspective between cultural heritage (rock paintings of Chinhamapere) and counter-hegemonic memories. In this article, we focus on how narratives and memories about the traditions of cave paintings shared by elders can enhance the teaching of history, thus increasing the appreciation of local history and at the same time preventing the community's traditions from being forgotten or memoricide led by the progressive devaluation of community knowledge to the detriment of scientific and Eurocentric knowledge, which floods the teaching curricula that serve as repositories of European content, making invisible and subalternizing the content and knowledge of local communities, which are reduced to “non-knowledge” because they do not comply with scientific criteria. It is in this interim that we propose this reflection in search of pedagogical practices that revalue this “non-knowledge”, and that break with the boundaries of knowledge, bringing into pedagogical practices voices that are silenced and excluded, as a possibility of expanding the understanding of the world under other lenses. To put the research into action, we followed Benjamin's (1985) theoretical-methodological itineraries, which through conversation circles and through the practice of remembrance welcome memories of the elderly in a dialogical and collaborative relationship, obeying the principle of shared authority (Frish 2016). Therefore, to carry out the dialogue with the teaching of history from a decolonial perspective, we rely on the reflections of Walsh (2009), Santos (2009), Quijano (2005) and Candau (2020).
publishDate 2025
dc.date.none.fl_str_mv 2025-02-06
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dc.relation.none.fl_str_mv https://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/932/659
dc.rights.driver.fl_str_mv Copyright (c) 2025 Devir Educação
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dc.publisher.none.fl_str_mv EDITORA DA UNIVERSIDADE FEDERAL DE LAVRAS
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dc.source.none.fl_str_mv Devir Educação; Bd. 9 Nr. 1 (2025): DEVIR EDUCAÇÃO; e-932
Devir Educação; Vol. 9 No. 1 (2025): DEVIR EDUCAÇÃO; e-932
Devir Educação; Vol. 9 Núm. 1 (2025): DEVIR EDUCAÇÃO; e-932
Devir Educação; v. 9 n. 1 (2025): DEVIR EDUCAÇÃO; e-932
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spelling Narratives of mozambic elderly people in the interface with the cock paintings of Chinhamapere: alvitre to a decolonial pedagogy in history teachingNarrativas de personas mayores mozambicen la interfaz con las pinturas de polla de Chinhamapere: alvitre a una pedagogía decolonial en la historia de la historiaNarrativas dos anciãos (as) moçambicanos (as) na interface com as pinturas rupestres de Chinhamapere: alvitre à uma pedagogia decolonial no ensino de históriaMemória, Narrrativas, pedagogia decolonialIn this text we intend to establish a bridge based on the theme of the dissertation entitled “Sharing memories and narratives of Mozambican masters in the interface with the rock paintings of Chinhamapere”, developed in the Postgraduate Program in Public History at UNESPAR. Campo Mourão campus, to think about the teaching of history in Mozambique from a dialogical perspective between cultural heritage (rock paintings of Chinhamapere) and counter-hegemonic memories. In this article, we focus on how narratives and memories about the traditions of cave paintings shared by elders can enhance the teaching of history, thus increasing the appreciation of local history and at the same time preventing the community's traditions from being forgotten or memoricide led by the progressive devaluation of community knowledge to the detriment of scientific and Eurocentric knowledge, which floods the teaching curricula that serve as repositories of European content, making invisible and subalternizing the content and knowledge of local communities, which are reduced to “non-knowledge” because they do not comply with scientific criteria. It is in this interim that we propose this reflection in search of pedagogical practices that revalue this “non-knowledge”, and that break with the boundaries of knowledge, bringing into pedagogical practices voices that are silenced and excluded, as a possibility of expanding the understanding of the world under other lenses. To put the research into action, we followed Benjamin's (1985) theoretical-methodological itineraries, which through conversation circles and through the practice of remembrance welcome memories of the elderly in a dialogical and collaborative relationship, obeying the principle of shared authority (Frish 2016). Therefore, to carry out the dialogue with the teaching of history from a decolonial perspective, we rely on the reflections of Walsh (2009), Santos (2009), Quijano (2005) and Candau (2020).En este texto pretendemos establecer un puente a partir del tema de la disertación titulada “Compartiendo memorias y narrativas de maestros mozambiqueños en la interfaz con las pinturas rupestres de Chinhamapere”, desarrollada en el Programa de Posgrado en Historia Pública de la UNESPAR, campus Campo Mourão. , pensar la enseñanza de la historia en Mozambique desde una perspectiva dialógica entre el patrimonio cultural (pinturas rupestres de Chinhamapere) y las memorias contrahegemónicas. En este artículo, nos centramos en cómo las narraciones y los recuerdos sobre las tradiciones de las pinturas rupestres compartidas por los ancianos pueden mejorar la enseñanza de la historia, aumentando así la apreciación de la historia local y al mismo tiempo evitando que las tradiciones de la comunidad se olviden o se cometan memoricidios. la progresiva devaluación de los saberes comunitarios en detrimento de los saberes científicos y eurocéntricos, que inundan los currículos de enseñanza que sirven como repositorios de contenidos europeos, invisibilizando y subalternizando los contenidos y saberes de las comunidades locales, que quedan reducidos al “no saber” porque No cumplen con los criterios científicos. Es en este interín que proponemos esta reflexión en busca de prácticas pedagógicas que revaloricen este “no saber”, y que rompan con los límites del saber, incorporando a las prácticas pedagógicas voces silenciadas y excluidas, como posibilidad de ampliar el Comprensión del mundo bajo otras lentes. Para poner en práctica la investigación, seguimos los itinerarios teórico-metodológicos de Benjamin (1985), que a través de círculos de conversación y de la práctica del recuerdo acogen las memorias de los ancianos en una relación dialógica y colaborativa, obedeciendo al principio de autoridad compartida (Frish 2016). Por ello, para realizar el diálogo con la enseñanza de la historia desde una perspectiva decolonial, nos apoyamos en las reflexiones de Walsh (2009), Santos (2009), Quijano (2005) y Candau (2020).Neste texto pretendemos estabelecer uma ponte a partir da temática da dissertação intitulada “Partilha de memórias e narrativas dos mestres (as) moçambicanos (as) na interface com as pinturas rupestres de Chinhamapere”, desenvolvida no Programa de pós-graduação de História Púbica da UNESPAR campus campo Mourão, para pensar o ensino de história em Moçambique numa perspectiva dialógica entre patrimônio cultural (pinturas rupestres de Chinhamapere) e memórias contra-hegemônicas. Atentamo-nos neste artigo, pensar como é que as narrativas e memórias sobre as tradições das pinturas rupestres compartilhadas pelos anciãos podem potencializar o ensino de história, ampliando assim, a valorização da história local e ao mesmo tempo prevenir as tradições da comunidade do esquecimento ou memoricídio protagonizado pela progressiva desvalorização de saberes comunitários em detrimento dos saberes científicos e eurocêntricos, que inundam os currículos de ensino que servem de repositórios de conteúdos europeus, invisibilizando e subalternizando os conteúdos e conhecimentos comunidades locais, que são reduzidos a “não conhecimentos” por não obedecer aos critérios científicos. É nesse ínterim que propomos esta reflexão em busca de práticas pedagógicas que revalorizem esses “não conhecimentos”, e que rompam com as fronteiras de saber, trazendo nas práticas pedagógicas vozes que são emudecidas e excluídas, como possibilidade de ampliar a compreensão do mundo sob outras lentes. Para colocar em ação a pesquisa, enveredamos pelos itinerários teórico-metodológicos benjaminiano (1985), que por meio de rodas de conversas e através de prática da rememoração acolhemos memórias dos anciãos numa relação dialógica e colaborativa obedecendo ao princípio de autoridade compartilhada (Frish 2016). Portanto, para realizar o diálogo com o ensino de história pelo viés decolnial nos apoiamos nas reflexões de Walsh (2009), Santos (2009), Quijano (2005) e Candau (2020).EDITORA DA UNIVERSIDADE FEDERAL DE LAVRAS2025-02-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/93210.30905/rde.v9i1.932Devir Educação; Bd. 9 Nr. 1 (2025): DEVIR EDUCAÇÃO; e-932Devir Educação; Vol. 9 No. 1 (2025): DEVIR EDUCAÇÃO; e-932Devir Educação; Vol. 9 Núm. 1 (2025): DEVIR EDUCAÇÃO; e-932Devir Educação; v. 9 n. 1 (2025): DEVIR EDUCAÇÃO; e-9322526-849X10.30905/rde.v9i1reponame:Devir Educaçãoinstname:Universidade Federal de Lavras (UFLA)instacron:UFLAporhttps://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/932/659Copyright (c) 2025 Devir Educaçãohttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessJaquete, Inácio Márcio de Jesus FernandoFrança, Cyntia SimioniPaim, Elison Antonio2025-04-16T19:14:01Zoai:devireducacao.ded.ufla.br:article/932Revistahttp://devireducacao.ded.ufla.br/index.php/DEVIRPUBhttp://devireducacao.ded.ufla.br/index.php/DEVIR/oaidalvalobo48@gmail.com|| betlinsk49@gmail.com||2526-849X2526-849Xopendoar:2025-04-16T19:14:01Devir Educação - Universidade Federal de Lavras (UFLA)false
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