Banca de QUALIFICAÇÃO: RAYANNE LUIZA QUIRINO DE LIMA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : RAYANNE LUIZA QUIRINO DE LIMA
DATE: 06/08/2025
TIME: 14:00
LOCAL: Fundaj Apipucos
TITLE:

Influences of Black Culture on the Training and Pedagogical Practice of Antiracist Teachers.

KEY WORDS:

Black Culture. Pedagogical Practice. Antiracist Education.

PAGES: 36
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This study is grounded in educational legislation, such as Laws No. 10.639/03 and No. 11.645/08, which mandate the teaching of African, Afro-Brazilian, and Indigenous history and culture. It recognizes schools as privileged spaces for fostering a diverse, respectful, critical, and emancipatory education. Schools are also understood as territories of symbolic dispute and (re)production and (re)construction of knowledge, highlighting the importance of teachers' practices as mediators in addressing structural racism by creating learning environments that value Black identity and promote ethnic-racial equity through antiracist education. Drawing from escrevivência (the concept of lived writing), the study legitimizes Black voices and experiences, particularly those of teachers who embed the appreciation of their own culture into their pedagogical practices. This research investigates how the cultural background of Black teachers influences their teaching practices and impacts the learning process from a critical and interdisciplinary perspective. To achieve this, the study builds on Critical Race Theory (CRT), escrevivência, and antiracist educational principles to explore the dialogical elements of Black culture in the trajectories of teachers and how these elements shape their classroom practices. The goal is to understand how these actions contribute to valuing ethnic-racial diversity and challenging the colonial and racist structures that still permeate Brazilian educational spaces. The methodology employs a qualitative and ethnographic approach, combining semi-structured interviews and observations in schools within the metropolitan region of Recife, Brazil. The research focuses on self-identified Black teachers, selected for their unique experiences and contributions to developing pedagogical practices that challenge Eurocentric narratives. This study aims to contribute to critical reflections on the centrality of Black culture in education, reinforcing the importance of antiracist education as a tool for social transformation and a political act capable of decolonizing knowledge and promoting a more equitable and plural society.

COMMITTEE MEMBERS:
Externa à Instituição - AUXILIADORA MARIA MARTINS DA SILVA - UFPE
Presidente - DENISE MARIA BOTELHO
Interno - WAGNER LINS LIRA