AFRO-PERSPECTIVIZED PRAXIS AND GRIOTAGES IN EDUCATION
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Published:
Feb 7, 2020
Keywords:
Africanities; African songs, African play games.
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Abstract
The aim of this work was to reflect on some experiences in teacher training that address African heritage through orality, musicality, corporality, circularity, playfulness, religiosity, memory and other values of the African worldview, focusing on Afro-centered pedagogical practices. Based on the theoretical and methodological basis, the “pretagogia” (PETIT, 2015), “pedagoginga” (ROSA, 2019) and “pedagogia griô” (PACHECO, 2006), we tried to analyze the viability of these experiences in teacher training in relation to ethnic-racial issues in the school. It was concluded that African jokes and songs in school everyday can be educational practices with great potential in the sense of promoting racial equality.
Article Details
How to Cite
Moreira de Oliveira, J., & Alves da Silva, J. (2020). AFRO-PERSPECTIVIZED PRAXIS AND GRIOTAGES IN EDUCATION. Journal of Black Brazilian Researchers Association, 12(31). Retrieved from https://abpnrevista.org.br/site/article/view/827
Section
Dossiê Temático
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