Griotagens em educação: culturas, saberes e imaginário afro-brasileiro

Abstract

The thesis Griotagens in Education: Cultures, Knowledge, and Afro-Brazilian Imagination aimed to understand griotagens as formative practices in education for and within ethnic-racial relations. The central objective was to investigate how narratives, songs, dances, games, and escrevivências inspired by Afro-Brazilian civilizational values can become afroperspectivist methodologies in teacher education. The research is grounded in the concepts of Afrocentricity, Ubuntu, and African Sagacity, articulated with the contributions of African and Afro-diasporic thinkers such as Molefi Asante, Henry Odera Oruka, Mogobe Ramose, John Mbiti, Sueli Carneiro, and Nilma Lino Gomes. The methodology was built upon Critical Collaborative Research and escrevivências, understood as records of experiences and ancestral memories. The results indicate that griotagens strengthen identities, foster critical and caring pedagogical practices, and enable an African cosmoperception of the world, while at the same time confronting the epistemicide that persists in Eurocentric curricula. This thesis contributes to the field of education by proposing the systematization of griotagens as afroperspectivist pedagogical practices capable of inspiring teachers to build more inclusive, pluriversal, and antiracist educational processes.