ANTI-RACIST EDUCATION AND EPISTEMOLOGICAL DISPLACEMENT: CURRICULUM PRACTICES OF BLACK TEACHERS – EXPERIENCIE REPORT
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Abstract
This paper reports experiences carried out by black women, who have in teaching, from the early years of basic education to graduate studies, the proposition of an anti-racist agenda. We consider epistemological displacements from the perspective of collaborative/formative networks and thus, Africanization is a dimension to be absorbed, as constitutive of anti-colonial and antipatriarchal resistance. It is observed how the community networks of Latin America are guided by assumptions of Amefricanity and thus become references, on the basis of their respective societies. Within these collectivities, we recognize the capillarity of results already achieved in a collaborative perspective. In contact with these networks, we recognize the capillarity of a formation based on principles strengthened with the adhesion of interlocutors located in different territories of the surroundings.
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