Ensino de história e narrativas visuais: racismo ambiental e a construção do pertencimento no Jangurussu, em Fortaleza

Abstract

This dissertation investigates environmental racism and visual narratives in Jangurussu, a neighborhood in Fortaleza, through the analysis of the series Catadores do Jangurussu, by Descartes Gadelha, and the Acervo e Museu Uma Filomena (AMUF), created by Leo Silva. Within the field of History teaching, it examines how spiral workshop classes developed with students from the 6th to the 9th grades can mobilize historical and racial consciousness and contribute to the construction of a sense of belonging to the territory. The general objective is to propose and analyze an approach to History teaching in the final years of Elementary Education that addresses the history of Jangurussu in light of environmental racism and culminates in the development of a didactic notebook aimed at strengthening students’ historical consciousness, racial consciousness, and citizenship practices. The analysis articulates the concept of environmental racism with discussions on belonging, memory, and territory (bell hooks; Maria Beatriz Nascimento), while also engaging with anti-racist education in History teaching (Laws No. 10.639/2003 and No. 11.645/2008) and with the contributions of Paulo Freire and Isabel Barca to a critical and participatory pedagogical practice. Methodologically, the proposal is organized into spiral workshop classes structured around seeing, remembering, questioning, and producing knowledge about Jangurussu, its memories, and its struggles. These activities culminated in the co-creation of the didactic notebook Jangurussu por nós: Do lixão à resistência (“Jangurussu by Us: From the Dump to Resistance”), collectively developed as an example of educational material linking local history, environmental racism, and anti- racist education. The study concludes that Jangurussu, historically marked by environmental racism, can be appropriated as an object of History teaching capable of fostering belonging as well as historical and racial consciousness. By articulating local memory, visual narratives, and spiral workshop classes, the research contributes to History teaching by offering a concrete example of didactic material and pedagogical practice that dispute memories and challenge official narratives about peripheral territories.