Os olhos de Ojuobá: experiências docentes para a educação das relações étnico-raciais no ensino fundamental da rede pública municipal de Sorocaba
Resumo
The research on screen analyses how pedagogical practices are revealed for the Education of Ethnic Racial Relations (ERER) that intend to get rid of the distancing perspective, arising from the touristic
curriculum. It comes from the initial consideration that African and indigenous matrices are silenced
throughout the year, becoming visible in the school environment, only on specific dates, and in a
punctual mode. Scientific studies on curricular themes and anti-racist education show the insistent
reproduction of knowledge that arises from Eurocentric thinking and colonialised mindsets, as choices
that underlie the teaching-learning processes in the context of Basic Education, and reveal limitations
in the process of continuing education of ERER teachers. In view of these findings, we elaborated the
question of this research: how can pedagogical practices in the context of elementary education in
public municipal schools of Sorocaba converge with the Education of Ethnic-Racial Emancipatory
Relations? The scope of this research resides in the elementary school grounds, second stage of Primary
School Education, in two public municipal Educational Institutions of the city of Sorocaba, which
caters for children from the 1st to the 9th grade, and adheres to the Institutional Initiation Scholarship
Program to Teaching – PIBID, whose chosen theme was “Education of Ethnic-Racial Relations and
Human Rights”. This is a qualitative research, with a methodological approach that took place through
a narrative interview and bibliographic review on studies that focus on ethnic-racial identification and
teacher training. We seek to start our journey from the perception and perspectives of the teachers
participating in the research on their formative experiences, articulated with pedagogical practices that
invited the African matrix to become the focus of their attention. “The eyes of Ojuobá...” is a title that
refers to choosing a type of register that dialogues at the same time with the theoretical-methodological
framework and allows a sensitive hearing, to listen and build with teachers the data about the
perceptions arising from the knowledge of experience confluent with the ERER. The results indicated
the existence of pedagogical practices that brought the African matrix as their central focus. An
incipient process, constructed in the border territory between school and university, however, a
powerful contribution to the strengthening of afro-perspectivist approaches in a sustainable way within
the school. The possible articulations convey considerations about the training processes for ERER,
creatively empowered at the crossroads between the personal and the professional dimension.
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