Os Círculos de Diálogos na construção de práticas educacionais antirracistas

Abstract

In this work, we analyze the methodology of Circles of Dialogues presented and experienced together with education professionals, as a dialogical decolonial perspective strategy and enchantment, with a view to the constitution of anti-racist practices in the school space. The aim is to contribute to the implementation of Law nº 10.639/2003 and the National Curriculum Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture. Our hypothesis was that this methodology could provoke the enchantment of teachers and, thus, produce visibility to non-hegemonic knowledge originating from Afro-Brazilian communities, which were historically made invisible by the coloniality of knowledge. The problem listed was about the difficulty in working on the education of ethnic-racial relations. To dialogue with the theme, we chose some theorists, such as Kay Pranis (2010), for bringing the methodology of Peacebuilding Circles, Adilbênia Machado (2014) and Azoilda Trindade (2010, 2013), who discuss Afro-Brazilian civilizing values and Luiz Fernandes de Oliveira (2010, s/d), who presents the decolonial perspective as a possibility of interpretation aimed at promoting social justice. In this work, we used action-research as a method and held three face-to-face meetings with professionals from a public school in Vitória/ES, where the methodology was presented. The realization of the work contributed to the formation of the participants in the anti-racist perspective, as well as a dedication to dialogue and willingness to listen, and also some resistance in reproducing fragments of this experience with the students. The educational product derived from the research was Njila: Anti-racist circles in basic education, an anti-racist proposal based on the methodology, where didactic activities were suggested by the research participants.