Saberes da ancestralidade negra: reflexões para a formação antirracista de professoras/es

Abstract

ABSTRACT This research was developed within the Graduate Program in Education at the Federal University of Uberlândia (PPGED/UFU), under the research line “Saberes e Práticas Educativas” (Knowledge and Educational Practices). It focuses on the ancestral knowledge of black people and the potential of this knowledge in the training of teachers, with a view to promoting an anti-racist education. The research stems from the following question: how can the ancestral knowledge of black people contribute to the training of teachers from the perspective of promoting an anti-racist education? Based on this question, the overall objective was defined as analyzing the possible contributions of the ancestral knowledge of black people to teacher training courses in the promotion of an anti-racist education. Specifically, it sought to: i) deepen studies on ancestral knowledge, decolonial thought, and the Afro-diasporic; ii) record the voices of black women about ancestral knowledge; iii) relate the narratives of ancestry with the debate on anti-racist education. As a theoretical and methodological perspective, it was inspired by decolonial and Afro-diasporic studies. It is a qualitative research that initially resorted to carrying out a bibliographic review. It sought to deepen our studies on decolonial and Afro-diasporic thought and anti-racist education. Another methodological resource used in this investigation was document analysis. It resorted to legislation that referred to ethnic-racial issues and the need to implement an anti-racist education. Among the legislation and guidelines, we highlight Federal Law No. 7,437, Law No. 10,678, 10,639/2003, and Law 9,394/96. Finally, we have the narratives about ancestry from two participants. The space for recording the narratives was the “Centro de Memória da Cultura Negra Graça do Aché” (Graça do Aché Center for Memory of Black Culture). The space is marked by a historical and cultural setting, in addition to being a place that values the practice and contribution of a black character from the community. The dissertation is organized into four sections: in section 1, the introduction, the researcher’s life trajectory, and its interrelationship with the study’s theme. It records the delimitation of the theme and the research objectives, the methodological perspective, a summary of the biography of the research participants, and the organization of the dissertation. Section 2 is entitled “DECOLONIAL AND AFRO-DIASPORIC STUDIES: black ancestry in focus”. Section 3 is entitled “VOICES OF ANCESTRY: what the research participants say”. Section 4 is entitled “FOR AN ANTI-RACIST EDUCATION: contributions of ancestral knowledge”. Finally, the final considerations. It was concluded that ancestral knowledge can contribute to an anti-racist education, but collective commitment is necessary, with the active participation of teachers, students, and Afro-Brazilian communities. Black empowerment and protagonism are essential for social transformation and the construction of a more just and egalitarian society. Keywords: ancestry; anti-racist education; teacher training.