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Master's Dissertation
DOI
https://doi.org/10.11606/D.48.2019.tde-05102020-143643
Document
Author
Full name
Deborah Monteiro
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2019
Supervisor
Committee
Zimmermann, Ana Cristina (President)
Oliveira, Luciana Xavier de
Reis, Rute Rodrigues dos
Title in Portuguese
Corpos negros e seus saberes no chão da escola: oralitura e escrevivência por uma educação decolonial
Keywords in Portuguese
Descolonização epistêmica
Educação antirracista
Educação decolonial
Escrevivência
Justiça cognitiva
Lei 10.639/03
Literatura negra
Oralitura
Pedagogias decoloniais
Abstract in Portuguese
Corpos negros, tão enrijecidos e violentados pela colonialidade e por um sistema de ensino baseado nela, precisam estar no centro de uma reconstrução curricular que reconecte, epistemologicamente, corpo e mente, uma vez que estes são entendidos como inseparáveis na perspectiva afro-brasileira. Por isso, faz-se necessário que olhemos para os movimentos negros, as rodas de capoeira e os terreiros, por exemplo, como espaços educativos e que aprendamos com eles a ensinar tocando todos os sentidos, desafiando, assim, a colonialidade do saber. Nesse sentido, o objetivo desta pesquisa-embarcação é estudar expressões da narratividade corporal negra brasileira oralitura (MARTINS, 2003), saber ancestral valioso tão pouco reconhecido pela epistemologia eurocêntrica e colonial entendendo as relações desta com a escrevivência (EVARISTO, 2017) e defendê-las, ambas, como conhecimentos essenciais à descolonização dos currículos escolares. Nessa viagem, partimos de nossos próprios corpos viventes no mundo, observamos a agência educativa decolonial da população negra e refletimos sobre os conceitos de oralitura e escrevivência em suas potencialidades decoloniais. No chão da escola, experimentamos práticas comprometidas com a aplicação da lei 10.639/03 que contemplam nossos conceitos principais, a fim de investigar as possibilidades de combate ao racismo escolar e à colonialidade. Acreditamos que as práticas investigadas foram importantes para constatar a potência que a oralitura e a escrevivência têm na descolonização dos saberes escolares, pela mobilização que promovem na escola ao privilegiar a corporeidade negra como princípio metodológico do ensinoaprendizagem.
Title in English
Black bodies and their knowledge on the school floor: oraliture and writing for a decolonial education
Keywords in English
Antiracist education
Black literature
Cognitive justice
Decolonial education
Decolonial pedagogies
Epistemic decolonization
Law 10.639/03
Oraliture
Writing
Abstract in English
Black bodies, so hardened and violated by coloniality and an education system based on it, need to be at the center of a curriculum reconstruction that reconnects, epistemologically, body and mind, although they are understood as inseparable in the Afro-Brazilian perspective. That is why it is necessary for us to look at the black political movements, the capoeira circles and Afro-brazilian religions, for example, as educational spaces and learn from them to teach touching all the senses, thus challenging the coloniality of knowledge. The objective of this research-ship is to study expressions of the Brazilian black body narrative - oraliture (MARTINS, 2003), a valuable ancestral knowledge so little recognized by Eurocentric and colonial epistemology - understanding its relations with writing (EVARISTO, 2017) and to defend them, both as essential knowledge to the decolonization of school curricula. In this trip, we set out from our own living bodies in the world, observe the decolonial educational agency of the black population and reflect on the concepts of oraliture and writing in its decolonial potentialities. On the school floor, we experimented with practices committed to the application of law 10.639/03 that contemplate our main concepts, in order to investigate the possibilities of combating school racism and coloniality. We believe that the investigated practices were important to verify the power that oraliture and writing have in the decolonization of school knowledge, for the mobilization they promote in school by privileging black corporeality as a methodological principle of teaching-learning.
 
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Publishing Date
2020-11-17
 
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