Educação para as relações étnico-raciais: como combater o racismo e contribuir para uma cultura antirracismo e antirracista na escola e em sua comunidade?

Abstract

The present teaching project, based on the principles of Project-Based Learning (PBL), aims to address the following question: "How to combat racism and contribute to an anti-racism and anti-racist culture in school and in your community?” The justification for the project lies in the persistence of racism in our society, which is reflected in the school environment. Furthermore, the ethnic-racial theme aligns with multiculturalism, a contemporary cross-cutting theme highlighted in the National Common Curricular Base (Brazil, 2018), mandated by laws nº10.639/2003 and 11.645-08. Essential concepts for understanding the theme are addressed in the theoretical framework, such as racism, racial prejudice, anti-racism, anti-racist, black, and blackness (Gomes, 2012; Ribeiro, 2019; Almeida, 2019), promoting a reflective and proactive stance against racism, contributing to the understanding of critical racial literacy (Ferreira, 2015), and recognizing the inseparability of race, gender, and class. The theoretical framework incorporates Project-Based Learning by favoring student experience, investigation, discovery, and protagonism. The project is designed for students from the fifth to the ninth grade, with the potential of extend to high school. Proposed activities and experiences, organized into seven stages, aim to value, and expand knowledge about African and Afro-Brazilian culture as strategies to confront racism. The project begins with understanding and identifying distinct phases of addressing ethnic-racial issues in the school context (Rocha, 2006), through an initial diagnosis (first stage), culminating in a cultural showcase (seventh stage). The diagnosis and other proposed activities aim to deconstruct stereotypes and create an atmosphere of ethnic-racial representativity. The project also seeks to promote an understanding of the relations between Brazil and Africa by researching history and cultural influences. Activities will be led by students, mediated by their teachers, and strategically use digital technologies. Evaluation, aligned with the proposal of Hernández and Ventura (1998), considering the concepts of Perrenoud (1999) and Bender (2014), is conceived as a formative and reflective process permeated by careful observation and opportunities for self-assessment and peer evaluation. The teaching project includes a teacher's manual and presents the digital tools recommended for activity development, as well as the various possibilities of use.