Identidades negras e a pedagogia antirracista: trabalhando com a boneca Abayomi como recurso didático performático em aulas de arte

Abstract

The present study analyses the role of pedagogical practices that evoke ancestry and aspects of African culture in promoting the anti-racist struggle and in rescuing Black identities within the school context. The methodology adopted in this study follows a qualitative approach, characterized, in terms of objectives, by an exploratory investigation and, in terms of procedures, by documental and bibliographical research. The text develops from reflective movements and personal memories that, in the search for anti-racist praxis, seek, in their records of lived experiences, ways to make collective work visible as movements of resistance against racism. In light of the general objective of this study, it is relevant to highlight the central role of two laws: Law No. 10,639/2003 and Law No. 11,645/2008, within the context of pedagogical practices aimed at promoting racial equality, strengthening Black identities, and integrating the culture of Indigenous peoples, both of which are important milestones for the establishment of anti-racist pedagogies in the school environment. The implementation of contents related to Afro-Brazilian and Indigenous history and culture, as stipulated by this legislation, becomes a fundamental element in the effort to deconstruct structural racism within educational institutions. The discussion about the effectiveness of these laws in the daily life of schools, especially regarding the inclusion of Black identities as an integral part of the curriculum, emerges as a key point for confronting discrimination and for building a truly inclusive and emancipatory education, considering ethnic-racial diversity. The research is situated within the educational experiences of Black girls and boys who, when confronted with ethnic-racial conflicts present in everyday school life, often end up denying or silencing their own Black identities as a form of protection or as a strategy to be accepted by the groups of power present within the school environment. Furthermore, the research contributes to the anti-racist struggle through cultural performances involving the production of Abayomi Dolls, used as an arts teaching strategy at Colégio Estadual Alfredo Nasser, in Terezópolis de Goiás. The study highlights the tensions and conflicts experienced in everyday school life that guide racial and identity issues, seeking to indicate the importance of the school in educating for ethnic-racial relations through the positive construction of identity achieved by the students.