DECONSTRUCTING PREJUDICE THROUGH NARRATIVE: THE USE OF LITERATURE FOR ANTI-RACIST EDUCATION IN HIGH SCHOOL HISTORY CLASSES

Abstract

Anti-racist education is of paramount importance to Brazilian society, especially in secondary education, a stage dedicated to critical development and citizenship formation. In this context, literature emerges as a pedagogical resource capable of broadening discussions on ethnic-racial relations, identity, representation, and historical inequalities, enabling new interpretations of contemporary society. This study aims to analyze the use of literature as a pedagogical resource in secondary school History classes, investigating its contributions to deconstructing racial prejudice and strengthening anti-racist educational practices. The research is grounded in historical-dialectical materialism and is characterized as qualitative, documentary, and bibliographic, drawing on official documents, educational legislation, and scientific literature related to the topic. The findings indicate that integrating literature, History teaching, and educational policies for ethnic-racial relations represents a relevant pathway to fostering pedagogical practices committed to respect, equity, and the appreciation of Brazil's cultural diversity.