Colonialidade na escola: narrativas da ideia de raça entre professores/as

Abstract

This research aims to understand the perceptions of teachers of the Municipal Education Network of Salvador about coloniality and racism in order to discuss possible ways to build an anti-racist education. To achieve this goal, a mapping of subjectivities produced from the interaction with the idea of race and an analysis of the gaps in the school and curriculum in relation to the subalternized people from the territory of Salvador is carried out. After two decades since the promulgation of the first anti-racist law in Brazilian education - Law number 10.639 - the question arises about the actions taken to effectively apply this legislation in Salvador. Studies developed by the Ministry of Education and by civil society organizations show the challenges, the gaps and the non-application of the legislation in many school systems in Brazil. Based on this scenario, the question is: how does the coloniality of the curricula and the school impact the application of anti-racist legislation? In order to carry out this study, I established an in-depth dialog with nine teachers who work in the Municipal Education Network of Salvador, in different school units, in the early and final years of elementary school, through individual interviews, to access the identities produced and how they enunciate their differences, their epistemic perspectives about the curriculum, the school, and how they respond to the challenges they find for the construction of an anti-racist education in a context of coloniality. The data generated were analyzed in two macro-categories: racial narratives and pedagogical narratives. Finally, it is expected that this study will contributes to the emergence of an anti-racist education in the territory of Salvador.