Banca de DEFESA: ÉLLEN DAIANE CINTRA

UNSUBMITTED BLACK EDUCATION: meanings and meanings of the voices and actions of black teachers in Brazil and the USA

Black teachers. Teacher training. Anti-Blackness. Education of ethnic-racial relations. Ethnic Studies.

This work seeks to understand the meanings and significance of education by, for, and made by the Black population through a critical interpretation of archives, narratives, and pedagogical-social practices of 23 (twentythree) Black educators in basic education, 13 from Brazil and 10 from the USA. It begins with a brief discussion on racism and anti-Blackness and how the ontological and social denial of Black people underpins humanity, as exemplified in educational data and cases that illustrate pedagogies of cruelty, terror, suffering, and restriction inside and outside schools, for students and teachers. Next, individual and/or collectively organized initiatives by Black educators in both countries are shared, present in the archives and resulting from semi-structured interviews. This information is analyzed relationally through the process of analytical braiding. This sharing intends to enable the understanding and analysis of experiences that can foster radical imagination, alertness work, the construction of escape routes and alternatives, and an abolitionist education in basic education and teacher training, as well as the understanding of the effects of antiBlackness in education, necessary for the humanization of all people. The research identified a radical Black diasporic tradition in the educational strategies adopted by Black educators in Brazil and the USA, from the preabolition period to contemporary times. The creation of specific schools for Black students, initiatives led by Black teachers, and similar actions by Black collectives in both countries were observed. Specific theoretical-pedagogical perspectives, such as Afrocentricity and anti-racist education, were identified. However, the study faced limitations in developing in-depth analyses that related different historical periods and in identifying the real impacts of these initiatives on Black students, due to information restrictions and the theoretical-methodological design of the research.