Corpo e Negritude: Ações antirracistas de professores/as das Artes

Abstract

The thesis presents the artistic and pedagogical epistemic paths traveled and systematized by black teachers, giving visibility and protagonism to their praxis. The research aimed to highlight the Arts and the work of the professional in this area of knowledge in the school context, with purpose and commitment to an anti-racist education, with the black body in the centrality of this study. We highlight two challenges encountered by engaged teachers: the first, teaching arts, and the second, how much it addresses the study of ethnic-racial relations, because we know that racism exists in this context, in a veiled way, a factor that greatly impairs the educational advancement of black students, as well as affects the work of these professionals, even if they are covered by Law 10.639/03. The research affirms art as epistemology of teaching, and presents the experience of "engaged teachers" (HOOKS, 2013, p.22) with the anti-racist cause, being social actors, protagonists involved, in the construction of their praxis, who start from their "semantic basins" (MACEDO, 2012), we interviewed six black teachers linked to the teaching network to position themselves on representativeness, blackness, black empowerment and strategies to combat/confront racism, flowing their narratives with other black researchers and epistemologies already elaborated in favor of an equitable education. The inspiration is part of my personal trajectory as a black Artivist and goes against other teachers, also black and artivists and has a "countercolonizing" purpose, as Suggested by Antônio Bispo dos Santos, so I update my way of looking and evaluating how much the school and higher education have a colonizing structure. Thus, we have seen powerful results, successful practices and paths that denote affirmation, political positioning and artivism, and it is also up to the review of the school curriculum, so the need to "denigrate" western knowledge, in the positive sense of the word, and advance in the deepening of ethnic-racial knowledge, increasing the feeling of belonging and protagonism, understanding the intersection that crosses each teacher/his cultural and socio-demographic context.