"Para não passar em branco": branquitude e educação para as relações étnico-raciais a partir de uma abordagem ludo-filosófica

Abstract

The present work aims to provide a tool for continuing teacher education based on the debate surrounding critical whiteness studies through a playful-philosophical approach. This work seeks to explore some causes of teacher resistance, exemplified by the denial of ethnic-racial relations within the context of upper secondary education. To this end, we relate these resistances to the concept of whiteness, delving into debates encompassed by this concept, including Charles Mills' notion of white ignorance and Cida Bento's notion of the narcissistic pact of whiteness. Through the proposed debate, we aim to offer a playful-philosophical experience of critical racial literacy, enabling teachers to engage with the subject and identify aspects of their own ethnic-racial identity. With the proposed dynamics and playful experiences, we aim to foster a reflective and inviting environment that encourages subjective involvement with the issue at hand. To achieve this, activities were designed to stimulate critical thinking and reinforce teachers' commitment to anti-racist education.