Relações étnico-raciais no cotidiano escolar: o mesmo e o outro da afrodiáspor

Abstract

For the purpose of this research project, we focused on our experiences at the Mauro Sérgio da Cunha Municipal School, which is located in the outskirts of Angra dos Reis (RJ), in the Campo Belo district. Here we consider experience as a possibility to produce knowledge and to make sense of the school and of the boys and girls that circulate in its daily life, thus with a formative dimension. This implies that it takes willingness to listen to the other with no claim to transform them into something different from what they are. The choice of this school makes it impossible for the researcher to distance herself from it. For being a resident of the municipality and of the district in question, in addition to being a teacher, a woman, black, and belonging to the popular classes, at times it was necessary to use the first person singular, as it is not possible to exclude personal implications from the choices made. The shifts in the use of pronouns, at times using the singular, at others the plural, should not be viewed as a lack of strictness, rather as an expression of the complexity of the research project. Thus, we propose to discuss this Master's dissertation in dialog with the school routine, as the practices of the subjects circulating in the school's daily activities can be curricular possibilities promoting an education for difference. In this context, we assume that the practices form and are formed based on the collective identities of the Afrodiaspora. In other words, there is not a one-sided relationship between practices and identities. It is a process in constant, dynamic circularity. Thus, the practices are formed by the identity processes, and, at the same time modify them incessantly, especially in territories where children and adolescents weave their knowledge networks and are marked by stigma, discrimination, and oppression. Therefore, as mentioned, the racial issue crisscrosses this text, just as racism pervades social relations in Brazil. First, we tried to explain the understanding of the methodological options aimed at researching daily experiences. We then raised a second discussion focused on essential concepts, among which: Colonialism, diaspora, and race, including the production of images of black bodies. Thirdly, we worked on the possibilities of producing curricula to address questions of difference and identity arising from the possibilities of using images