Por uma educação antirracista: experiências e práticas pedagógicas de uma docente negra no Ensino Fundamental – Anos finais, em Divina Pastora - SE

Abstract

This study investigates how anti-racist pedagogical practices developed by a Black female educator in the final years of Elementary School in Divina Pastora, Sergipe, Brazil, between 2016 and 2022, constitute strategies of resistance against structural racism in educational context and contribute to the production of knowledge on Black teaching. The overall aim of this study is to analyse the anti-racist pedagogical practices developed by a Black female teacher in a public school, and to understand how such practices constitute strategies of resistance and knowledge production within the school environment. This paper critically examines the operational challenges of implementing anti-racist pedagogy, specifically addressing institutional roadblocks, interpersonal friction, and the systemic implications of executing these projects within the school environment. This research affirms critical autoethnography (Jones, Ellis, & Mao, 2013) as a methodological possibility that values the knowledge born of lived experience—not merely as 'personal narrative' but as a way of producing science—as well as the formulations of developed by Conceição Evaristo (2022) as a methodological tool for the writing of this study. This study adopts a qualitative methodology, which will be presented by means of memories, narratives, testimonies, photographs, lived experiences, and documented interactions with students, colleagues, public administrators, and the school. The analysis of escrevivência (a practice of telling stories rooted in lived experience) pedagogical practices will be conducted by reconstructing events from everyday school life, selected for their relevance to confronting racism and affirming Black identities. Authors such as Almeida (2020), Munanga (2020), Cavalleiro (2001, 2023), Gomes (2017, 2019), hooks (2017), Kilomba (2019), and Gonzalez (2020) contribute to the analysis of pedagogical practices constructed in response to the racist logic embedded in everyday school life. As an Open Educational Resource (OER), a formative pedagogical workbook entitled 'Notebook of Good Practices for Anti-racist Education in Public Schools' was developed, aimed at initial and continuing teacher education, with a focus on valuing Black identity and confronting racism. The proposal aims to integrate theory and practice by systematising pedagogical strategies of resistance and re-existence, thereby reinforcing the commitment to an emancipatory, anti-racist public education.