This article intends to study the representation of the female horizon, the earth landscape and what can be called “bougainvillea lyricism” in the last book (published to date), Como veias finas na terra, by the Angolan poet Paula Tavares. For this purpose, Michel Collot will be used theoretically.

This article aims at discussing the demands which led to the promulgation of Law number 10.639/03, based on from Abdias Nascimento and Florestan Fernandes’s standpoints. Furthermore, I propose reflections upon the part of literature teaching concerning its target demands, as well as its role of promoting plain citizenship, by highlighting the following novels: Abdulai Sila’s A última tragédia, and Conceição Evaristo’s Ponciá Vicêncio.

The article presents a critical reflection on Afro-Brazilian Literature Kits, created to meet the demand for pedagogical material for the applicability of Law number 10.639 / 2003. Specifically, a study was carried out on the presence of works of African Literatures in the Portuguese Language in Afro-Brazilian Literature Kits of the municipal schools of Belo Horizonte. a quantitative study was carried out to find out how many and which works of African Literatures in the Portuguese Language, also investigating which aspects of these works would justify the selection of these works for the Afro-Brazilian literature kits of the municipal schools of Belo Horizonte.

This study aims to analyze what some Afro-descendants and Africans are producing to break with the silencing of the socalled Afro-Brazilian children’s literature and the Mozambican and Angolan children’s literature as a way of encouraging the implementation of Federal Laws 10.639/2003 and 11.645/2008. And from this understanding the teachings and learning that these answers can offer. We talk mainly with Sueli Carneiro (2005) and Boaventura Sousa Santos (2010) when discussing the epistemicide, structure that causes these silencings. Thinking about this scenario of inequalities, we list from diverse sources, such as articles, books, catalogs and websites, some daring responses being made by Afro-descendant and African writers, as well as some Brazilian publishers specializing in racial issues, such as form of causing cracks in the meshes of epistemicide. Among the researched publishers, we highlight Editora Kapulana, which publishes Angolan and Mozambican children’s literature. We developed a survey of its online catalog, which consisted in mapping the number of works, period of publication and authorship. We hope with this study to make visible the resistance responses made by Afro-descendant women and men in the literary and editorial scenario, and thus provoke changes in the implementation of Federal Laws No. 10,639/ 2003 and No. 11,645/2008.

The article discusses the humanizing potential of literature from the question of the values involved in the act of reading. It also presents possibilities of a comparative approach of African and Afro-Brazilian literatures, with a view to education for ethnic-racial relations.

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This paper’s purpose is to investigate the suggestion of possible rewritings of the oficial history from an afro-Brazilian point of view in Becos da memória (2017) and from a Mozambican perspective in O Alegre Canto da Perdiz (2008). Until now, the history had been told from the hegemonic Brazilian and Mozambican elite’s points of view. Therefore, we intend to develop our analysis from two thematical main lines: the representation of school in Becos da memória and the return to subterranean mythical memories in O Alegre Canto da Perdiz. To sustain our argument, we will use the theorical support of Hall (2007, 2013), Mucchieli (1986), Derive (2005), Pollak (1993) and Eliade (1963). The analysis will allow us to conclude that the signification of the suggestion of possible rewritings of the history goes way much further than the mere implementation of the law and will have consequences in every segment of Brazilian and Mozambican societies.

This article aims to discuss the progress made and the persistent gaps in the implementation of law number 10639/03 in basic education. We also present perspectives of law enforcement in basic education in Portuguese classes of elementary education in public schools. It is based on the perspective that the presence of African and Afro-Diasporic authorship texts acts as much in the diffusion of history, culture and literature as it allows the knowledge of the cultural roots of many of the individuals that are in the school ranks and do not recognize Africa as a matrix of art and science, also contributing to anti-racist education.

The following article traces a reflection on African Portuguese-language productions in the classroom, highlighting the Mozambican writer Lília Momplé. Taking into account the applicability of Law number 10.639 / 03 in the classroom, we also reflect on the knowledge required for teacher education, based on the points raised by Tardif (2007) and associate the lack of visibility that women writers in Portuguese-speaking countries have in the school environment. For this, we highlight the work with two narratives of the author, presenting a vision about these and highlighting work alternatives for the teacher to lead debates around the female condition. Thus, we see Lília Momplé, one of the main voices of Mozambican literature, as one of the ways to work with African texts in the classroom and as one of the voices that need to reach this environment, thus contributing to a greater representation of literary productions of female authorship.

Resenha do livro: ONDJAKI. O convidador de pirilampos: estórias sem luz elétrica. Rio de Janeiro: Pallas, 2018, 64 p.

This article intends to present a new reading of “Kuduro com Viagra”, a short story by Fernando Monteiro, writer born in Cape Verde. The short story is part of the book Na roda do sexo (2009). In particular, how the conflict between the representations of masculinity found in Monteiro’s tale problematizes elements of the Cape Verdean, national identity.

We understand the universe of samba as the narratives of the relations that constitute the history of samba, from the perspective of black people in Brazil. The recognition of these stories, told in sounds, verses and movements are fundamental for understanding the formation of Brazilian society and for the deconstruction of prejudices and disqualifications about the history, culture and identity of the Afro-Brazilian population. Articulating this knowledge with the Opinion Report number 003/2004 of the National Education Council (Conselho Nacional de Educação), which regulates the change brought to the Law number 9.394/96 of the Education Law (Diretrizes e Bases da Educação Nacional) for the Law number 10.639/03, this article aims to propose the reflection on the universe of samba in its potentiality for the Teaching African and Afro-Brazilian History and Culture in school. Considering the richness and abundance of the symbolic production that composes samba, it is possible to pay attention to the ways of being and living, to educate and to educate oneself in the context of this universe that can help us to think and learn about the Education of Ethnic-racial Relations in the country.