As escrevivências didático-metodológicas no trato das relações étnico-raciais : percurso para uma pedagogia das diferenças

Abstract

This thesis project deals with an investigation about the issues that permeate the didactic-methodological dimension of the education of ethnic-racial relations through the analysis of writings of the practices of anti-racist teachers in their constant and daily struggle against racism and racial discrimination in Brazil. Education policies for ethnic-racial relations, especially Afro-Brazilians, aim to deconstruct feelings seized from inferiority and superiority among different ethnic groups and promote equal opportunities, contributing to extinguish racial inequalities that generate educational inequalities, among both existing policies and already implemented, alone are not realizing this deconstruction. The research methodology will have elements of the in-depth interview that will invite the participants to produce their writings counting the singularities of the constitution of being anti-racist teachers. As a result, the concept of writing, by Conceição Evaristo (2017, 2020), was deepened as a theoretical-methodological proposal that enabled (self)listening to didactic-methodological experiences that, once narrated and analyzed, made it possible to glimpse a conceptual repositioning the which was called “pedagogy of differences”