PRÁTICAS PEDAGÓGICAS EM AFROCENTRICIDADE E ESCREVIVÊNCIA: CAMINHOS METODOLÓGICOS PARA UM ENSINO RELIGIOSO ANTIRRACISTA

Abstract

This work, as a master's thesis in Religious Sciences at Faculdade Unida de Vitória, has as its theme pedagogical practices of Religious Education in “Afrocentricity” and “writing”. To this end, it mobilizes the foundations, customs and values of the various religions existing in society, based on the assumption that Basic Education must develop the student, ensure them the essential training for exercising citizenship and provide them with the means to progress at work and in subsequent studies, especially skills and competencies, and what comes after that is just a reflection and maturation of what has been built. We start from “Afrocentric values”, according to Cheik Anta Diop, through “writings”, in the sense of Conceição Evaristo, as civilizing values and a working method in the training of teachers capable of generating alterity and anti-racist citizenship for our students and society. The theoretical framework ranges from the general to the particular, thinking about Religious Education in public basic education schools from the 16th century to the present day and the enormous difficulty in working on reflections on the foundations, customs and values of the various religions existing in society from an Afro-centered perspective. It uses a descriptive methodology, of a qualitative nature, a bibliographic and documentary review of the topic that presents us with a map of the debate produced in the field of Religious Sciences and Religious Education. This study, of a qualitative nature, initially presents an exploratory research of a bibliographic and documentary nature, searching for articles, dissertations and theses on the topic in the main portals such as Capes, Scielo, Lilács and Scopus. The research problem is the following question: is it possible to think about anti-racist education based on “Afrocentricity” and the “writings” of religious educators of African origin? It then starts from the hypothesis that the “Afrocentric” perspective and the “writing” of religious educators from African backgrounds enhances citizenship and anti-racist and inclusive education. To this end, the second part presents the writing of the author of this work as a practical example that articulates the life and work of religious educators from African backgrounds and their daily challenges in schools.