Pedagogia da Carta: escrevivências, afeto e sentimento na implementação da Lei n. 10.639/2023 - a experiência de troca de correspondências entre estudantes de Ribeirão das Neves/MG e de Búzi/Moçambique

Abstract

In 2025, Federal Law No. 10.639/2003, in response to the Black Social Movement’s (GOMES, 2018) demands and claims, became mandatory the teaching of African and Afro-Brazilian History and Culture in public and private schools, completed twenty-two years, promoting curriculum reviews, and also the elaboration of educational practices focused on the combat and overcoming of racism in spaces of knowledge. Considering as a guiding axis the concept of Escrevivência (EVARISTO, 2020), the present thesis seeks to reflect on the Pedagogy of The Letter, an anti-racist teaching-learning methodology, based on the autobiographical writing, sensibility, affection, and feelings as paths for the previously mentioned law’s effectiveness. In this thesis, I reflect on the process of this pedagogy implementation, in 2013, through production and the exchange of letters between students from Ribeirão das Neves/MG and the Búzi/Mozambique. Through a writing permeated by my racial belonging, combined with theoretical references concerning the fields of Ethnic-racial Relations Education and Teacher’s Training Process, I seek to highlight the ways that my condition as a black woman and educator was present during the Pedagogy of The Letter elaboration and implementation and the manner how I practice my teaching. I also seek to present the challenges found in the process of facing racial discrimination in the school routine, a reflection of a society that is accustomed to naturalizing racism’s persistence. Through the analysis of lesson plans, videos, e-mails, interviews, and, above all, the 116 letters exchanged between the students involved in this “crossing”, I intend to present the limits and the possibilities of the letter-pedagogy in the construction of new perspectives and new knowledge about the African continent and the black population, as the National Curricular Guidelines for Education on Ethnic-Racial Relations determine. This path, by the example of Conceição Evaristo and Nilma Lino Gomes, intellectuals as Muniz Sodré (2017, 2023), Achille Mbembe (2019), Paulo Freire (2002, 2023), Patricia Hill Collins (2019), Kabengele Munanga (2020), Petronilha Beatriz Gonçalves and Silva (2007) and Michel Foucault (2004), has a prominent role.