The article presents a didactic experience for final Middle School developed by the Institutional Program of Teaching Initiation Scholarships (IPTIS), His-tory Subproject, from the State University of North Parana. The decolonial perspective, under the aspect of the knowledge and school practices production’s positivation, was the theoretical path which addressed the black population’s fight and resistance in the Brazilian History. As a result, Middle School students understood the black people as a historical and active agent, granting them protagonism in the scope of historical learning. This way, it was contribute to the construction and identitary recognition of black students, granting them the belonging feeling, as well as a debate about structural racism and the practices of violence still repro-duced by the school was promoted.
