The Miluína in History Teaching: A Lunda Source for Decolonizing Narratives on Labor and Power in Basic Education

Abstract

This article offers a critical analysis of the miluína, an insignia of power of the Lunda people of Central Africa, and examines its potential as a historical source and didactic resource in High School education, based on a pedagogical proposal. The primary objective is to demonstrate the potential of the miluína as a historical source capable of deconstructing Eurocentrism and reductive perspectives on labor and society in Central Africa regarding the themes of Imperialism and the history of capitalism. To achieve this, a source analysis methodology was employed, including a description of the object and its symbolic value, alongside an analysis of its social context. This was followed by the development of a detailed lesson plan focused on the critique of linear time and the non-hierarchical comparison of social systems. The process of source description and the elaboration of the didactic proposal were enhanced through Artificial Intelligence tools, such as ChatGPT and Gemini. Consequently, the study proposes a didactic sequence that centers Lunda history, emphasizes the distinction between symbolic and economic value, and seeks to avoid the use of traditional tools—such as timelines—that may reinforce Eurocentric historical conceptions. In conclusion, the miluína is understood as an essential and practical resource for critical History teaching, providing direct and concrete support for the fulfillment of Law 10.639/03 by highlighting the complexity of African societies, specifically the Lunda.