Pedagogia do terreiro e suas contribuições para uma prática docente antirracista: uma análise sobre ser docente com raízes afroindígenas

Abstract

This profect is for present teaching practices based on the pedagogy of the terreiro, once a time this methodology applied in discussions of ethnic-racial relations and education, and bringing in its discussions alternatives for an education that dialogues with the schools in a representative form, not exclusionary and anti-racist. I'll address the importance of valuing the history and culture of black people, questions that are silenced by a model of a Eurocentric and excluding society, which has appropriated the knowledge of the people of Africa and, consequently, has devalued their customs and traditions. Adhering to this theme, I will show how the pedagogy of the terreiro enables educational work based on Law 10,639 of January 9, 2003 and, especially, Law Nº 11,645, of March 10, 2008, which establishes the guidelines and bases of national education , to include in the official curriculum of the education network the mandatory theme of Afro-Brazilian History and Culture and Indigenous Afro-Brazilian History and Culture, respectively, thus creating subsidies for a possible practice of anti-racist education. Based on researchers who dialogue with the theme, such as: Santos (2019), Silva (2017), Santos (1995, 2018), Mazama (2009), Gomes (2005, 2012), Freire (1996), among others /researchers who seek to develop studies on the theme presented. The present research has a qualitative approach, being subsidized by participatory ethnographic research which, among its various techniques, contributed to the data collection, the narrative interview, observation. We seek to demonstrate the importance of expanding the way of teaching and learning based on an education developed in a terreiro school and how this practice enables dialogue with law 11.645/08.