O monumento Guerreiro Zulu e a educação das relações étnico-raciais: descolonizando olhares, práticas e resistências negras na cidade de Vitória (ES)

Abstract

This thesis is part of the line of research on Teacher Training, History, Memory, and Educational Practices of the Postgraduate Program in Education - Training Processes and Social Inequalities of the doctorate course in education, linked to the Faculty of Teacher Training (FFP/UERJ), in São Gonçalo. The study integrates the ongoing research in the program related to the discussions undertaken in the Seraphicus research group. The investigation is aligned, in methodological terms, with qualitative research studies in education. Its general objective is to analyze the contributions of the monument named "Guerreiro Zulu" to explore the theme of Afro-Brazilian History and Culture in education terms by Law 10.639/03. The research proposal is organized from the perspective of education in the city and the education of ethnic-racial relations. It dialogues with critical studies on Afro-Brazilian themes and supports pedagogical practices focused on human formation in a historical conception of humanity. We proposed to analyze the "Guerreiro Zulu" monument, considering the historical, cultural, and social aspects of the monument's constitution, to interpret the symbolic and narrative elements that reveal part of the collective memory. It is significant, therefore, to detail the public decision to build it, the parameters inducing its artistic conception, the intentionality of the work of art, the images portrayed by the artist alluding to the narratives and memories referring to the history of black people in the state, the reception of the monument by the public, its symbolic and political meaning for the city and its population and the possible pedagogical uses to explore the theme of Afro-Brazilian History and Culture within the scope of Law 10.639/03. The research highlights a movement of approximations with studies that deal with education, the city, black people, monuments, and culture. These are the terms that cross our research focus. Likewise, we point out some appropriations that announce the theoretical and methodological framework that anchors in authors such as Henri Lefebvre (2001; 2016), Massimo Canevacci (1993), Paulo Freire (1993; 2011), Dermeval Saviani (2008; 2009), Kenneth Zeichner (1993), Nilma Lima Gomes (2002), Ramón Grosfoguel (2008) among others who address the research theme. Still focusing on the critical dimension, the authors Néstor Garcia Canclini (1983) and Roger Chartier (1995), from popular culture, point out a path for the study and problematization of aspects and foundations of racial designation and, therefore, of its developments related to black identity and culture. The study highlights contributions to developing pedagogical actions and proposals that reaffirm propositions of law 10.639/03 on the importance of guaranteeing the teaching of Afro-Brazilian and African history and culture in educational establishments. The monument presents a possibility to analyze the historical processes that have African societies as protagonists, fundamental in the human trajectory.