Os olhos de Ojuobá: experiências docentes para a educação das relações étnico-raciais no ensino fundamental da rede pública municipal de Sorocaba

Abstract

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.