A cidade, o terreiro e a escola: encruzilhando saberes para o ensino de história

Abstract

This dissertation aims to examine, through its analytical corpus, the interrelations between the city of Sobral, the Umbanda terreiro (Umbanda house of worship), and basic education. Grounded in the framework of education for ethnic-racial relations, the study investigates how Afro-religious experiences within urban and school contexts constitute potent pedagogical technologies for the teaching of History. With the objective of contributing to the development of anti-racist educational practices and confronting religious racism within the school environment, the research explores the presence of Umbanda in Sobral, analyzes specific representations of the city, and considers how historical education can be reconfigured through terreiro epistemologies. In doing so, it seeks to center the Umbandist historical subject and their lived experiences as foundational elements for classroom practice.To articulate the field of study with the research objectives, the work engages with key concepts such as Historical Consciousness, Religious Racism, Terreiro, Umbanda, and the Pedagogy of the Crossroads, among others. The theoretical framework is supported by scholars including Maria Auxiliadora Schmidt, Nilma Lino Gomes, Reginaldo Prandi, Pordeus Jr., and Luis Rufino.As a product of this research, a short film was developed as a pedagogical resource for classroom use, grounded in the Pedagogy of the Crossroads. This film underscores the potential of “knowledge from the margins” as a means to foster a counter-colonial educational praxis. Keywords: History teaching; Terreiro; City; School