Eu nunca vivi isso antes: presença do corpo e práticas pedagógicas afrorreferenciadas parauma educação antirracista

Abstract

The thesis aimed to critically reflect on Afro-referenced pedagogical proposals that value black corporeality as a source of knowledge production, and to point out ways in which they can critically challenge the processes of anti-racist education in basic education teacher training courses. The writing of this thesis was a process intensely mediated by an afroreferenced artographic perspective. The writing began with the storytelling of the search for my ancestry, the essence of which was my encounter with Professor Ligiéro's "Other Theater: drumming/singing/dancing/telling" and Professor Gomes' political stance on antiracist education. The experience of this research also addresses Afro-Brazilian pedagogical proposals based on Afro-Brazilian experiences and traditions as generators of new knowledge and educational dynamics. Much of the current racist and discriminatory thinking in school curricula originates from the repetition of a socio-political, historical and cultural model based on the modus operandi of colonial forms and in contexts of racial hierarchization. This conversation circle was created as part of an extension course entitled 'Presence of the body: Afro-referenced pedagogical practices for an anti-racist education'. The course, inspired by the Griô Pedagogy Pedagogical Action Model and the Pretagogy theoretical-methodological framework, used enchantment, experience, dialogue, dance, circularity and shared production as its methodology, elements that systematize these pedagogies. As part of this process, we highlight the construction of pedagogical practices to combat racial discrimination, arguing that, based on my life story, we must give body to learning in order to open up paths for an educational process that prioritizes the experience of the body and black corporeality, understanding the body as an ancestral dwelling place, marking learning in the body. A body that moves, that dances, that plays, that cries, that laughs and that manages to broaden its awareness of itself in the world. This research argues that these Afro-referenced elements function as a source of experience and knowledge in teacher training from the perspective of the proposals of Law 10.639 of January 9, 2003, making it compulsory to teach the history of Africa and Afro-Brazilian culture in Basic Education Schools and in Higher Education, with an emphasis on teacher training courses, so that they can collaborate in the processes for an anti-racist education.