Suchergebnisse

This paper discusses racial relations in teaching of children´s and young literature in Brazil. Based on the laws 10.639/2003 and 11.645/2008, which require that Brazilian schools teach the history and culture of Afro-Brazilians and Native Nations, we seek to problematize the applied research project From Reader To Reader, considering the effectiveness of the cited laws and the receiving of the African and Afro-Brazilian literary books brought together in Kit Afro: an affirmative policy of democratization of the access to literary production for diversity implemented by the Municipal Teaching Network of Belo Horizonte. Our discussions are guided by studies about race relations in Brazil (GOMES, 2012), teaching of literature (OLIVEIRA, 2015) and transcultural and decolonial pedagogy (HOPENHAY, 2009; WALSH, 2017).

In the pre-colonial Hausaland, an Islam-based educational system existed for several centuries and had produced leaders, scholars, businessmen, government functionaries, etc. This paper taking Kano as its focus of attention, and generating data through personal discussions, interviews, document analysis and personal experience, examines the Tsangaya system with the aim of bringing light into its untold beautiful features which are from a leaf that could be borrowed and successfully used in the so-called formal system. The paper reveals that the Tsangaya had staged from elementary to advanced and had its distinct of pedagogy and at the top of which there is educational delivery. Some benefits of the Tsangaya found in this study such as the strong relationship between teacher and student, respect for knowledge either for students or teacher, blending activities between teaching and learning and daily morality that can be useful for the modern era.