AFRICA AND ITS HISTORY: BETWEEN STEREOTYPING AND ESSENTIALIZATION IN BASIC EDUCATION

Abstract

This article seeks to reflect on the necessary paths of teaching African history in basic education. To this end, through a bibliographic review, it begins with an analysis of the social function of history for Africans, in counterpoint to the stereotyped and Eurocentric view of modern European philosophy. It seeks to understand colonial and imperialist domination, as well as the racial theories that built distorted images about the history of the African continent, however, in counterpoint, it shows the movements for the defense of Africa such as Pan-Africanism and Negritude that propose the reconstruction and positivization of the image of the black population and the history of Africa. Based on these parameters, the need not to create stereotypes or essentializations about the history of Africa is problematized, based on a teaching that conceives the totality and contradictions of the social formation of the African continent.