Pedagogias negras: um estudo sobre as reexistências negras nas lutas sociais do Brasil

Abstract

This thesis's central focus is on Black pedagogies in Brazil, understood as practices of re-existence that emerge from the historical struggles of the Black Brazilian people in the face of coloniality and structural racism. The first chapter is dedicated to the research's theoretical and methodological foundation, anchored in historical-dialectical materialism and escrevivência, recognizing situated experience, the Black body, and memory as legitimate sources of knowledge. In the second chapter, the impacts of colonization on the constitution of Black subjects in Brazil are analyzed, along with the foundations of colonial barbarism and strategies of dehumanization; it also examines the role of the Black movement as a collective force of resistance and a creator of emancipatory possibilities in the face of historical trauma. The third chapter deepens the discussion on Black pedagogies, and in this process, the role of Black women emerges as a central reference for the analysis of cultural experiences and practices. The jongo, especially in the Serrinha community, is analyzed as an expression of a communal Black pedagogy that combines ancestry, resistance, and identity formation. By bringing together memory, culture, body, and politics, this research argues that Black pedagogies produce re-existences—forms of life that confront and overcome coloniality, forging ways of living and educating based on struggle, collectivity, and the permanent re-creation of the Black being in Brazil.