Português

Resumen

In this article, we propose to reflect on the challenges and possibilities of teaching African history through museum education, with a focus on public museological institutions in Brazil. Our aim is to examine the ways in which museums can — or cannot — contribute to a critical and decolonizing pedagogy concerning African histories and their diasporas. The article is structured around a debate articulated through three interdependent analytical movements that support the reflections developed throughout the text. These movements are interconnected with a broader issue: the urgent need to rethink Brazilian public museums as pedagogical agents capable of shifting the ways in which Africa is taught and learned. The goal, therefore, is not merely to map experiences, but to understand the contested meanings that shape the presence (or absence) of African history within institutionalized memory spaces. Drawing from situated examples — such as the Museum of Inconfidência (in Ouro Preto, Minas Gerais) and the Museum of Abolition (in Recife, Pernambuco) — we aim to demonstrate how these insurgent pedagogical practices can contribute to a more robust, situated, and epistemologically engaged teaching of African history.

Key-Words: African history; Museum Education; Decolonial Pedagogy.