A literatura africana como pedagogia libertadora na prática do ensino de História

This article seeks to analyze the potential of the study of History in Elementary Education via literature, particularly of African origin, through poems by Jofre Rocha on liberation struggles in Angola, which may contain possibilities of readings and reflections on Africa and Brazil in the implementation of Law 10.639/2003. For that purpose, we use as theoretical framework the concepts of Cultural History and Committed Literature – which, according to Antonio Cândido, is an approach to literature that starts from ethical and political positions– and also Paulo Freire’s reading of the world and liberating pedagogy. The study method consists of a comparative analysis of poems, seeking to connect elements that formulate the poetic narrative with the liberation struggles in Angola. These elements may also awaken a curiosity – which is not naive – about the African continent and our connection with it. The paper concludes by discussing how it is possible to realize that literature, along with history, reveals a range of alternatives for another reading of the world and how poetry of resistance will make it possible to work with other documents such as official declarations. Key words: history, teaching of history, African literature, committed literature.