Afrobetização: prática emancipatória na EJA

Abstract

The purpose of this study is to identify and analyze the Afro-literacy pedagogical practices adopted in a State School located in the Municipality of Montes Claros/MG, Brazil. The theoretical foundations of this research were based on authors such as Giroux (1997), Freire (1996), and Saviani (1944) who discuss critical and liberating education, emphasizing the formation of active and reflective subjects. Almeida (2019) and Munanga (2005) explore the issue of structural racism in different spheres, including the school environment, highlighting the need to combat it. Additionally, Ribeiro (2019) and Souza (2021) contribute with relevant assumptions about these dynamics, while Gomes (2011) is an essential reference in the field of Youth and Adult Education (EJA), among others. The methodology employed consisted of bibliographic and documentary research, with a qualitative approach. Field research was conducted in the context of Youth and Adult Education (EJA). The data collection instruments used include documentary analysis, which was carried out through the Political-Pedagogical Project (PPP) and the National Common Curricular Base (BNCC), as well as a questionnaire aimed at participants, which covered 20 teachers active in EJA during the research period. The questionnaire used aimed to investigate the pedagogical practices implemented in combating racism and racial prejudice. The research results indicate a growing awareness in the educational community about the importance of Afro-literacy and the need to combat racism and racial prejudice in education. However, as in many educational initiatives, there is a gap between vision (as reflected in the PPP) and practical reality (as expressed in the teachers' responses). This gap, while challenging, also presents opportunities for continuous improvement and professional development, especially in light of the theoretical contributions of the authors mentioned. In conclusion, this study highlights the importance and challenges of implementing Afro-literacy pedagogical practices in a Brazilian educational context, offers a significant insight into current pedagogical practices, and points directions for future initiatives and research.