Pretagogia e afroafeto na escola: caminhos metodológicos cenopoeticopretagógicos de fortalecimento do pertencimento afro de docentes da educação básica

Abstract

The research entitled PRETAGOGY AND AFRO-AFFECTIONS IN SCHOOL: CENOPOETIC-PRETAGOGICAL METHODOLOGICAL PATHS FOR STRENGTHENING THE AFRO BELONGING OF BASIC EDUCATION TEACHERS is a mix of dreams and life desires. The field research took place in two public schools on the outskirts of Fortaleza-CE, Adroaldo Teixeira Castelo in the Pici neighborhood and Professor Antônio Girão Barroso in Jangurussu. The core group of the research was formed by an EJA teacher (adult educational teacher) , an elementary school arts teacher and a pedagogical coordinator. The project asked: How do the Afro-narratives produced by Pretagogy (Pretagogia) together with the inspiration of Cenopoetry allow basic education teachers to reflect on their Afro-Belonging? What Afro-knowledge and Afro-affections are present in the Afro-narratives of the teachers collaborating in the research? The objectives were: 1) To discover the Afro-knowledge and Afro-affections that permeate the lives of teachers and how they generate Afro-narratives; 2) To discover how the theoretical-methodological approach of Pretagogy together with the inspiration of Cenopoetry can encourage the elaboration of Afronarratives by teachers, contributing to the strengthening of their Afro-Belonging; 3) To present my own Afro-narrative, transforming it into a research tool that encourages the people collaborating in this study to also investigate their Afro-Belonging. I mobilized authors such as Vanda Machado (2017), Hampaté Bâ (1982), Sandra Petit (2019), Ray Lima (2019), Vera Dantas (2009). The theoretical-methodological approach was Pretagogy inspired by Cenopoetry. Regarding Pretagogy, it unfolded in the following procedures: My oral Afronarrative that I presented to the people collaborating in the research to provoke the liberation of their voices and writings; My music, My belonging that made it possible to bring black songs/music chosen by the people subject of this research; the Survey on Afroknowledge that allowed them to identify the significant Afro elements in their lives; the written Afronarrative produced by two teachers and the oral Afronarrative by age group carried out with a teacher through online meetings on the digital platform. Cenopoetry inspired the transformation of my Afronarrative into a formative theatrical and musical performance, generating a script with scenopoetic-pretagogic acts. The problematic and relevance of this investigation address the difficulty of being black in big cities in Brazil. However, there is Black Resistance, racism is fought by oral traditions, musicalities, our Body Memory and inventiveness in teaching, all of which was strengthened when Law 10.639/2003 was obtained (which enforces afro curricula in all schools).Marked by the Covid-19 pandemic that claimed the lives of my relatives and some of the relatives of the people who collaborated in the research, it was necessary to seek a path to its realization in Afro-affection practices. The result is the understanding that Afro-narratives can be an instrument for enhancing Afroaffections and Afro belonging in schools. It was possible to discover important notions such as voice as technology, speech that crosses generations through oral traditions with the power of musicality, theater and the arts as promoters of Afro Belonging in the school environment. Thus, this dissertation is the blossoming shared with other teachers of the dream of a black poet, a suburb black artist, who has built existence on the hope of Afro-affections in human relations.