Práticas antirracistas na universidade:

casos de ensino de uma professora negra no curso de Pedagogia

Abstract

Twenty years after the approval of Law No. 10,639/2003, which deals with the mandatory teaching of Afro-Brazilian and African History and culture, teaching practices from an anti-racist perspective are still not systematic and, in several cases, this work is carried out only by black professionals. In this context, the article reflects on the anti-racist teaching practices of a black teacher in the Pedagogy course at the State University of Ceará – UECE during the 2023.2 semester, one of the authors of this text. With a qualitative approach, the analysis uses Teaching Cases (CdE) (Nono, 2005; Nono and Mizukami, 2006; Farias and Mussi, 2021), reported by her, as a data production procedure. Based on the experience of supervising monographs, study group and research group experiences, in addition to teaching in the classroom, the teacher demonstrates engagement with the ethnic-racial theme, understanding it as fundamental and urgent from a professional point of view, pedagogical, social, political and personal. In experiencing these practices, the teacher uses black intellectuals and “other” information about Afro-Brazilian and African peoples to stimulate the production of Afro-referenced pedagogical knowledge, believing this to be one of the paths to building fair schools and educational spaces, diverse, loving and inclusive.