PEDAGOGIC PRACTICES AND REPRESENTATIONS: experiences in the Afrocientist Project - NEAB GERA/UFPA - 2022
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Abstract
This article deals with the experiences developed in the scope of the Afrocientist Project, realized in the third edition of the Project through NEAB GERA/UFPA. The article focuses on the perceptions of the participating students, through the investigation of their records in activities related to the formative meetings held with the participation of expert teachers in the field of discussions developed in the Project. The goal is to produce an inflection about the potential of pedagogical practices in the promotion of an anti-racist education with high school students. For the reflections about pedagogical practices, representations, the reality of being Black, High School and ERER and High School, we subsidize ourselves in Maria Amélia Franco (2016), Roger Chartier (1991), Neuza Souza (1983), Nora Krawczyk (2011) and Wilma Coelho and Milena Silva (2021) respectively. Thus, we understand that the pedagogical practices engage to the Education of Ethnic-Racial Relations, through the actions proposed in the Afro-scientist Project, unfold in the representations of the students regarding racism, prejudice and racial discrimination. They are representations that inform the historical or contemporary maintenances that are present in their experiences, as well as signalize the apprehensions they make in the perspective of changes in their trajectories.
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