Contribuição das docências compartilhadas para uma educação emancipatória e antirracista

In Brazil, Law nº 10.639/2003, which amends Law nº 9.394/1996 (Law of Guidelines and Bases of Education), opens the possibility for studying African and African Brazilian history and culture in basic education and their effective implementation in practice, by promoting the opening of a relevant space for discussing and reflecting on ethnic racial relations at school, as well as ways to overcome structural racism. This article focuses on the shared teaching practices developed at Escola Municipal de Ensino Fundamental Presidente Campos Salles, which proposes the teaching of both mathematics and sociocultural knowledge (literacy) to basic education students and in youth and adult education, as opposed to vertical and hegemonic teaching models. The intention was to encourage a dialogue with teachers, students e art teachers about African and African Brazilian epistemology, which has been wickedly erased, to legitimate the knowledge that had been made invisible, particularly by a markedly colonial society, such as that in Brazil. The research-in-action methodology guided a series of pedagogical projects that were implemented in public schools in peripheral neighborhoods of Sao Paulo and aimed at building emancipatory and anti-racist education. In that regard, it is possible to state that such practices contributed to demystifying the rhetorical speeches related to the myth of racial democracy and denial of the structural racism present across the different education contexts.