Pedagogias negras entre o ser, o fazer e o escrever

Abstract

Based on the assumption that intellectual decolonization is a prerequisite for creating strategies for political decolonization and cultural reconstruction, this thesis seeks to investigate the praxis of what we understand as black pedagogies. Developed by black women who make up the favela movement in Rio de Janeiro, these pedagogies are understood as the learning in the spaces of action and formulation, between everyday life, the struggle for survival, and action to undo epistemicide. In this sense, we seek to understand their narrative strategies based on an ethical-political commitment that disputes other meanings of the city, contributing to the construction of other political cultures. To this end, this research is based on bibliographical research of a qualitative nature, to analyze three postgraduate works (two master's dissertations and a doctoral thesis), from which we trace the black pedagogies inherent to the struggle for life in racialized territories. The analyses undertaken in this work corroborate the hypothesis of knowledge constructed within social movements, forged between “being” (existing) as a black woman in the favela movement and carrying out the political struggle in the territory systematized in her writings.