O Afroindigenismo e a descolonização da escola: caminhos para uma educação antirrascista

Abstract

This dissertation, titled 'Afro-Indigenism and the Decolonization of the School: Paths to an Anti-Racist Education,' proposes a reflection on the teaching of History as a space for reexistence and valorização of Afro-Indigenous identities. It starts from the observation that Eurocentric narratives still predominate in schools, silencing Black and Indigenous voices and restricting the understanding of the multiple matrices that form Brazilian culture. The research is grounded in authors such as Paulo Freire, Catherine Walsh, Ailton Krenak, Daniel Munduruku, Walter Mignolo, among others, highlighting AfroIndigenism as a living and insurgent epistemology that integrates African and Indigenous knowledges in Brazil's historical formation. Qualitative and applied in nature, the study adopts the principles of action research and narrative methodology, weaving together the author's teaching trajectory and Atikum ancestry with pedagogical practice. The resulting educational product is an eBook composed of ten thematic lessons that dialogically connect theory, practice, and interdisciplinarity, proposing paths toward an anti-racist and decolonial education. The results show that pedagogical practices based on intercultural dialogue, orality, and the recognition of ancestral histories promote the decolonization of History teaching and strengthen ethnic-racial identity. Thus, AfroIndigenism emerges as an epistemological, political, and poetic path of transformation and reexistence.