Ciberativismo e Processos Decoloniais Articulados pelas Youtubers Negras: contribuições para uma formação universitária antirracista

• Autor(a) principal: Machado, Lais Carvalho da Silva
• Data de Publicação: 2023
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/20829
• topic: Black cyber-activism; cyber-research and formation; black youtubers; daily life; multireferentiality; Ciberativismo negro; Ciberpesquisa-formação; youtubers negras; Cotidianos,; multirreferencialidade; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

From the participation of black women in the realm of social movements, black feminism in Brazil has undergone significant transformations, currently achieving new forms of resistance and mobilization through social media. In this perspective, the objective of this study is to understand how the discourses articulated by Brazilian black activists on YouTube video channels can promote an anti-racist university education by giving visibility and protagonism to black women, aiming to redefine their own experiences and create new knowledge. Anchored in the contributions of black activists such as Conceição Evaristo, bell hooks, Angela Davis, Djamila Ribeiro, Kilomba Grada, Gabi Oliveira, Xan Ravelli, and Ana Paula Xongani, among others, and based on the complexity paradigm, we engage with digital ethnography, which legitimizes experience and events as structuring elements of this process (Macedo, 2016). We choose to engage in cyber-research formation (Santos, E., 2014; 2019) with the principles of multireferentiality (Ardoino, 1998; Macedo, 2020) and research with everyday life (Alves, 2008; Andrade, Caldas, and Alves, 2019; Certeau, 2013). Thus, the research was conducted both on digital platforms and in the discipline "Research and Pedagogical Practice in Social Sciences and Education - PPP II/2022 class," in the Pedagogy program at UERJ, Maracanã Campus. For its development, we used various tools (Ardoino, 1998; Santos, E., 2020), such as Google Forms, field diaries, WhatsApp, roundtable discussions, and YouTube channels, which we also consider as a field of study. Throughout the investigative process, we found that decolonizing thought, (re)acknowledging the trajectories and struggles of black activists, involves conflict and negotiation, but also produces new ways of 'knowing-doing' and existing in the world. By producing critical and emancipatory knowledge about racial issues in Brazil, these black cyber-activists have contributed to an anti-racist university education, deconstructing racial stereotypes, bringing forth new perspectives and previously invisible experiences, fostering reflection and critique, and offering emotional and intellectual support through support networks.