OS OLHARES VISIBILIZADOS: UM DIÁLOGO SOBRE AS CRIANÇAS DE SANTO, RACISMO RELIGIOSO E AMBIENTE ESCOLAR

Abstract

This study aimed to draw an overview of religious racism in the school environment and a debate regarding decolonial pedagogy. The work in question elaborates a literature review in the first and second chapters. In the first chapter, I use the theoretical support of various intellectuals to expand the process of enslavement and racism in Brazil, as reproduced and redone. The concept of racism, approached from the thought of Munanga (2006), about the slave and racial processes, punishments and uprisings and other aspects that permeate the enslavement. Leite (2017), Gennari (2008), Cressoni (2016), Reis (2003), Prandi (2018) and other intellectuals make up polyphony to understand slavery in the resistance context and struggle for religious freedom narratives; I also discussed the concept of religious racism articulated by Flor Nascimento (2015, 2016, 2017). Seeking to know the aspects of black life in the Holy Spirit, the narrative of this subchapter, dialogues with the documentary collection of the state library of Espírito Santo, in particular with the digital collection, seeking the few records that describe the enslavement in the Espírito Santo. As a structural basis, the writings of Professor Maciel (2016), based on the book “Negros do Espírito Santo”. Some writings of Novaes (1963), which report on the ills of enslavement, on the religious festivals that inherit an Afro-Brazilian heritage. I base myself in Oliveira (2016), on the issue of religions of African matrix. Dialogue with Bastide (1971) about the processes of Colonial and Abyssal thinking and other factors with Souza Santos (2007 2010). The dialogue, in the second chapter, with the school environment and religious racism practices, starts from the vision of Boaventura de Souza Santos (2002, 2007, 2008), expanding the concepts of coloniality and decoloniality. The narrative is composed with Freire (2000), in the sense of weaving the pedagogy of freedom. Gomes (2017) bases the non-abyssal, emancipatory and decolonial pedagogies. Caputo (2012) makes a contribution about teaching / learning in the terreiros and school curriculum in a postmodern perspective. Rodrigues (2013) about the debate on Religious Education (RE). The methodological basis is cartography, based on Deleuze (1995). Being an imethodic research, the research designs started from the conversation networks, field diary, participant research, resulting in a cartography that draws a teaching map, the foray into the terreiros and a network of conversations with school actors, enabling new steps to be taken. an anti-racist education / pedagogy focusing on religious racism.