O ensino de história ibérica a partir do romance O outro pé da sereia, de Mia Couto

Abstract

The objective of this report is to show how Literature and History can contribute in an interdisciplinary way to the knowledge of Regular High School students about the African continent, enforcing Law 11.635. For this, the work of the Mozambican Mia Couto, O outro pé da sereia, will be used as a source, since, through it, the historicity of that region can be debated in the classroom when investigating the relationships that took place between the peoples of Monomotapa, a region that currently belongs to Mozambique, and the Portuguese in the 16th century, present in the narrative. The region was considered the Golden Kingdom and, therefore, this would be the reason that led that location to be the target of ambition of many explorers from different parts of Europe and Asia. However, this exploration was consolidated through many conflicts that normally arise in confrontational relationships, originated by colonizing processes or cultural, religious and political imposition. In this sense, there were attempts to deconstruct local religious practices. Mia Couto's novel works on the meeting of beliefs when it narrates the case of the saint taken on the Portuguese expedition whose purpose was to carry out the first catholic incursion into the court of the Monomotapa Empire. When loading the boat, the statue slipped from the arms of Priest Manuel Antunes and fell into the mud. A slave throwing himself in the murky waters, embraced the image and bathed it in the water to remove the mud saying he wasn't washing Santa, she was washing the river whole, as it was kianda. At the present time, the saint arrives in the hands of Mwadia who becomes responsible for leading her to a more appropriate place. It was in this historical context that the analyzed work will be able to contribute by investigating the relationships and, from that, bring to light the questions about the cultural differences so that the current society can understand the legacy that the people of the African continent built, but by the fact that being disowned and suffering racial prejudice, many children and young people cannot identify as descendants of Africans and do not feel that they belong to those cultures. The bibliographies that dialogue with literary works that can be used as historical sources and the presentation of the Learning Object in podcast format will be analyzed.