RETHINKING RESISTANCE THROUGH NARRATIVES

THE DECOLONIZING POWER OF THE FIELD CLASS

Abstract

This article discusses the experience of two Pedagogy students from UFRN during a field trip to União dos Palmares/AL. The field trip is understood as an extremely important tool in the educational process, as it allows for deeper immersion into the content studied in the classroom, bringing students closer to practical and historical reality. Therefore, considering the range of knowledge acquired during the experience beyond the school walls, this paper aims to present an approach that connects theory and practice, through the bridge between the knowledge studied in the academic environment and the experiences that took place in the following spaces: Angola Janga (Palmares Quilombo), Anhumas Plantation, and the Maria Mariá House Museum. In this way, the objective of the article is to amplify other voices, offering reflections on resistance through silenced narratives and exploring themes such as the symbolic privilege of whiteness, female protagonism, and the formative and decolonizing value of the field trip. Additionally, this account seeks to demystify the stereotyped and reductionist view that many still hold about Angola Janga. Thus, it is essential to consider a perspective of curriculum decolonization so that we can, through pedagogical practices, teach our students that we should not erase histories, but rather rescue them — and not perpetuate the blind belief that there is only one single and immutable history.