Uma prática docente antirracista

Abstract

The present study entitled “An anti-racist teaching practice, assisted by project-based learning”, aims to problematize the incidence of anti-racist teaching practices in the school environment. The question that guided this research was: What is the incidence of anti-racist pedagogical practices in the school setting? In general, male and female teachers, did not have in their initial training, disciplines that dealt integrally with Afro Brazilian history and culture, in addition to being unaware of Law 10.639/03, which underlies such content, they do not know how to include the anti-racist theme , in your planning. Teachers and managers usually address the discussion of racism, prejudice and racial discrimination only in the months of May, through the commemorative dates of the “Abolition of Slavery” and, in November, “in honor of Black Consciousness”. Sometimes, ‘when and if it happens’ some racist fact and/or situation that arouses such a discussion. The research context focused on two municipal schools in the city of Bagé RS, one João Thiago do Patrocínio Municipal Elementary School and the other Dr Antenor Gonçalves Pereira - Geteco Cívico Militar School, where four teachers who teach the discipline were interviewed. of Sciences. For the purposes of this study, PBL (Project-Based Learning) was considered as one of the typologies of Active Methodologies, which can help in anti-racist practice, when considering collaboration, reflection and problematization actions. From the methodological point of view, a qualitative approach was used, as an intervention method, action research, and as analysis of the collected data the Textual Discursive Analysis (ATD). In this research, some theoretical references were used, such as: Pahin ( 2015 ), Gomes ( 2018 ), Freire ( 1995 ), Hooks ( 2005 ), Ribeiro ( 2019 ), Evaristo ( 2015 ), Munanga ( 2020 ), Honeth ( 1997 ), Almeida ( 2019 ), Kilomba ( 2019), and others, who served to think, support and inspire the dissertation in question. The set of data analyzed made it possible to identify that anti-racist pedagogical practices are not carried out by the interviewed teachers. They seem to naturally accept the silencing on the topic of racism... they are not familiar with Project-Based Learning (PBL) and studies on Active Methodologies. They argue that they feel unprepared to include discussions about Anti-racism in their daily practices. The results allow us to conclude that the Training of Anti-Racist Teachers is fundamental, as an attempt to minimize ethnic-racial inequalities, racism, prejudice and racial disparities present in the social structure.