Promoting na anti-racist education through geography teaching

Abstract

This article looks for understand how  Geography teaching can contribute to promoting anti-racist education. In this way, we sought to answer the following question: How can Geography teaching approach an anti-racist education in a way that allows the student to develop geographic reasoning about African spatialities? Therefore a didactic sequence was created consisting of activities that allow understanding the socio-spatial impacts of mining megaprojects in Mozambique. The sequence was applied to six groups of 8th grade students and during its application, responses were shared through guided dialogues. The data collected indicates that during the resolution of activities in the didactic sequence, students operated with concepts, content and some principles of geographic reasoning, despite having difficulties in locating spatialities in the cartographic languages provided. The data collected through guided dialogues indicated that, through words, students were able to synthesize knowledge, use geographic concepts consciously and establish connections between locations in order to understand the relationship between racism and the phenomenon of contemporary migration. It is concluded that the teaching of Geography can contribute to promoting an anti-racist education. However, for this teaching to be emancipatory and critical, it is essential to overcome stereotypes that surround the African continent, in addition to working with geographic situations that permeate the student's daily life.