Saberes de professoras afrouniversitárias da LIESAFRO: memórias de práticas educativas afrocentradas intersubjetiva

• Autor(a) principal: PEREIRA, Walquíria Costa
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFMA
• Texto Completo: https://tedebc.ufma.br/jspui/handle/tede/tede/4858
• topic: professoras afrouniversitárias;; prática educativa afrocentrada;; intersubjetividade;; interdisciplinaridade;; LIESAFRO/UFMA;; afrouniversity teachers;; afrocentric educational practice;; intersubjectivity;; interdisciplinarity;; LIESAFRO/UFMA; Educação

This research analyzes the knowledge of AfroUniversity teachers as possibilities for intersubjective Afrocentered educational practices, in particular, in the Licentiate Course in African and Afro-Brazilian Studies (LIESAFRO), at the Federal University of Maranhão (UFMA). It is part of the research “Afro-descendant teachers in the Teaching: epistemic voices, expanding their analyzes around the concepts of Afro descendancy and Afrocentricity. It is based on the epistemic references of José Castiano's (2010) intersubjectivation, problematizing how the knowledge of Afro University teachers in the aforementioned course contribute to the production of Afro centered educational practices, based on questions such as: Who are the Afro descendant teachers in this Course? What is the knowledge of these Afro-descendant teachers? Where does this knowledge come from? What's your location? What are the contributions of this knowledge in the production of Afro-centered educational practices? It highlights the need to expand the production of knowledge about Afro descendancy, Afrocentricity and Afro-centered knowledge, especially in the field of education. The results identify the knowledge of resistance, identity, militancy and pain, as potentializers of the Afro-centered knowledge built by the AfroUniversity professors, during their life trajectories (especially educational and teaching). In addition, it notes their contributions in creating conditions and possibilities for the production of intersubjective Afro-centered educational practices in the teaching practice of higher education.