Negro drama: narrativas estudantis negras, educação física escolar e educação étnico-racial

Abstract

Research on ethnic-racial relations and black culture in the field of school physical education has grown in recent years, though still scarce. The present text seeks to amplify these reflections and contribute to the construction of new possibilities of learning and perception of the world from the aesthetic-corporeal black knowledge (GOMES, 2017). Taking up the historical path that guided the pedagogical practices of physical education, it is understood that it was directly linked to the discrimination of the black body and its culture. (MATTOS, 2007). In this sense, combating racism in school also runs through the body where historical practices of inequalities and symbolic violence that lead to countless negative demarcations with black and black students fall. In this way, how can School Physical Education be transformed and re-signified to contribute to the promotion of racial equality? The research was anchored in a narrative perspective (BENJAMIN, 1994) and - inspired by the biographical studio of projects (DELORY-MOMBERGER, 2006) - autobiographical narratives (SUÁREZ, 2007) were produced in the biennium 2018-2019, in Belo Horizonte, by a group of 5 black students who - from his escrevivências (EVARISTO, 2017) on School Physical Education - composed, together with autobiographical educational narratives of the author, a book on the education of ethnic-racial relations in school physical education, bringing indications (GINZBURG, 1989) of possible reflections for re-signification of teaching practices for an antiracist education.