ABSTRACT
Initiatives to implement national curricular bases have spread across the globalized world, with the intention of implementing models of content and skills that prepare students to respond to classificatory and standardized tests. In contrast with these homogenization policies, social movements, such as the transnational black movement, have struggled to break with the Eurocentrism and the racism that have historically structured such standards of education both in Brazil and in the USA, investing in more democratic and inclusive curricular proposals. In this article, we strive to think of history teaching from a transnational perspective, putting into dialogue experiences of the Federal Law 10.639 of 2003 (BRASIL, 2003), in Brazil and the National History Standards of the 1990s in the United States, in the struggle for the acknowledgement of the role of black people and the diversity of their trajectories in school curricula.
Keywords:
History teaching; Curriculum; Black History; Law 10.639/03; National History Standards