Os contos africanos e os podcasts como produções que reverberam entre crianças e professora: investigando caminhos para uma prática antirracista na escola

Abstract

This research sought to understand the reverberations and meanings about ethnic-racial self-recognition that were caused by the reading of African tales and the production of podcasts by children from a fifth grade class in the municipal network of Rio de Janeiro, in their school lives. Its central objective was to investigate ways for anti-racist practice in the classroom, based on reading and reflection on African tales and the production of podcasts, recognizing the school as a space for the production of expanded knowledge. Its nature is qualitative, within the field of (auto)biographical research, dialoguing with studies of/in/with the school dynamic. It assumes a methodological option of a narrative perspective in three dimensions, that regards the production of data, the recording of the path and the way of producing knowledge (PRADO; SOLIGO; SIMAS, 2014). Therefore, the reading of African tales in the classroom and the production of podcasts were configured as elements that trigger reflections and problematization of issues that addressed themes of everyday life, as well as raised themes related to African civilizing values (TRINDADE, 2005) such as: ancestry, orality, ethics, collectivity, religiosity, cooperation and memory. The research findings, in dialogue with authors who gave theoretical and epistemological support to the work, such as Hampâtè Bâ (1994; 1999; 2005, 2010), Ramose (2002; 2010), Noguera (2002), Kpholo (2022), among others/ as, allowed me to realize that in addition to the reverberations of an ethical nature, of ethnic-racial self-recognition, of reflections on society and human life, provoked by the reading of the stories and the production of the podcasts, in the children, in the families and also in the researcher, the tales were revealing themselves as powerful tools for entangling knowledge.