<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2021000200768</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.21.069.ds11</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[No entrecruzar da História, Patrimônio e Educação Étnico-Racial - Uma experiência decolonial possível na Educação de São José]]></article-title>
<article-title xml:lang="en"><![CDATA[In the crossing of History, Heritage and Ethnic-Racial Education - A possible decolonial experience in education of St. Joseph]]></article-title>
<article-title xml:lang="es"><![CDATA[En el cruce de historia, patrimonio y educatión étnico-racial - Una posible experiencia decolonial en la educación de San José]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Janaina Amorim da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pontes]]></surname>
<given-names><![CDATA[Mylene Silva de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paim]]></surname>
<given-names><![CDATA[Elison Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>21</volume>
<numero>69</numero>
<fpage>768</fpage>
<lpage>794</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2021000200768&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2021000200768&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2021000200768&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo relata e teoriza uma experiência de ensino desenvolvida por duas professoras de História no ensino fundamental da rede municipal de ensino em São José, na Grande Florianópolis, Estado de Santa Catarina. Consistiu em um projeto pedagógico desenvolvido no entrecruzar dos campos da História, do Patrimônio e da Educação Étnico-Racial. O objetivo foi visibilizar a presença da população afro-brasileira e africana no município. Metodologicamente, realizamos estudo e problematização dos patrimônios oficiais, das memórias de sujeitos negros evidenciando as colonialidades e silenciamentos sobre eles na História do município. Percebemos as relações de poder e colonialidade nas políticas públicas de preservação de memórias e patrimônios. A experiência evidenciou que o ensino de outras Histórias é possível ao propormos metodologias e temáticas curriculares capazes de transgredir com as colonialidades dos conteúdos históricos pré-definidos na proposta curricular municipal. Destacamos o envolvimento dos estudantes com as atividades, um misto de encantamento e surpresa por não conhecerem os espaços, as gentes e os patrimônios da cidade que habitam.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article reports and theorizes a teaching experience developed by two history teachers in the elementary school of the municipal school system in São José, in Greater Florianópolis, State of Santa Catarina. It consisted of a pedagogical project developed at the intersection of the fields of History, Heritage and Ethnic-Racial Education. The objective was to make the presence of the Afro-Brazilian and African population in the municipality visible. Methodologically, we carried out a study and questioning of the official heritage, of the memories of black subjects, showing the colonialities and silences about them in the history of the municipality. We perceive the relations of power and coloniality in public policies for the preservation of memories and heritage. Experience has shown that the teaching of other Histories is possible by proposing methodologies and curriculum themes capable of transgressing with the colonialities of the historical contents pre-defined in the municipal curriculum proposal. We highlight the students' involvement with the activities, a mixture of enchantment and surprise for not knowing the spaces, the people and the heritage of the city they inhabit.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo relata y teoriza una experiencia docente desarrollada por dos profesores de historia en la escuela primaria del sistema escolar municipal de São José, en el Gran Florianópolis, Estado de Santa Catarina. Consistió en un proyecto pedagógico desarrollado en la intersección de los campos de Historia, Patrimonio y Educación Étnico-Racial. El objetivo era visibilizar la presencia de la población afrobrasileña y africana en el municipio. Metodológicamente, realizamos un estudio y cuestionamiento del patrimonio oficial, de la memoria de los sujetos negros, mostrando las colonialidades y silencios sobre ellos en la historia del municipio. Percibimos las relaciones de poder y colonialidad en las políticas públicas para la preservación de la memoria y el patrimonio. La experiencia mostró que la enseñanza de otras Historias es posible proponiendo metodologías y temas curriculares capaces de transgredir con las colonialidades de los contenidos históricos predefinidos en la propuesta curricular municipal. Destacamos la implicación de los alumnos con las actividades, mezcla de encanto y sorpresa por desconocer los espacios, las gentes y el patrimonio de la ciudad que habitan.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de História]]></kwd>
<kwd lng="pt"><![CDATA[Patrimônio]]></kwd>
<kwd lng="pt"><![CDATA[Educação Étnico-Racial]]></kwd>
<kwd lng="en"><![CDATA[History teaching]]></kwd>
<kwd lng="en"><![CDATA[Heritage]]></kwd>
<kwd lng="en"><![CDATA[ethnic-racial education]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de la Historia]]></kwd>
<kwd lng="es"><![CDATA[Patrimonio]]></kwd>
<kwd lng="es"><![CDATA[Educación Étnico-Racial]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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