O Letramento Étnico-racial e as Identidades Afrodescendentes no contexto dos Núcleos de Estudos Afro-brasileiros e Indígenas do IFPE

Abstract

The Centers for Afro-Brazilian and Indigenous Studies (NEABIs) within the Professional and Technological Education (EPT) are emerging spaces that provide awareness-raising and strengthen identity and cultural diversity. In this context, this work seeks to contribute to the mandatory inclusion of historical and cultural aspects of Afro-Brazilian ethnic groups, as established in Laws 10.639/2003 and 11.645/2008, focusing specifically on the contributions of Afro-descendants and the history and culture of Africans and Afro-Brazilians. This research was carried out at the Federal Institute of Education, Science and Technology of Pernambuco (IFPE) and had as participants: members of NEABIs (teachers and administrative technicians in education) and self-declared black students. The overall objective of this research was to analyze the concepts of ethnic-racial literacy and Afro-descendant identity in the context of EPT, based on the activities developed by NEABIs/IFPE. In undertaking this reflection, the theoretical framework on ethnic-racial issues was constructed from authors such as Souza (1983), Munanga (2004), Gomes (2003; 2005, 2017) and Almeida (2018), among other intellectuals; with regard to racial literacy, we sought support in Twine (2006) and Ferreira (2015), among other researchers; in relation to the epistemological bases of EPT, we sought support from Pacheco (2011; 2015; 2020); Ramos (2014); among other authors. Methodologically, the qualitative approach sought to interpret the phenomena from the perspective of historical-dialectical materialism, considering that these phenomena cannot be dissociated from their historical, political, cultural, and other influences. Regarding the technical procedures for data collection, bibliographical research and documentary surveys were adopted, as well as semi-structured interviews with members of NEABIs/IFPE and students of integrated technical programs at the Barreiros, Ipojuca, and Recife campuses. The examination of the collected material was carried out based on Bardin's Content Analysis technique (1977), with the thematic categorical modality being chosen. The results indicate that NEABIs contribute positively to the redefinition of belonging and ethnic-racial identities, based on people's participation in the centers and their involvement in the actions and projects implemented. However, they still suffer from limited financial support and a denial of ethnic-racial identities. We concluded that NEABIs can consolidate themselves as spaces for the advancement of ethnic-racial literacy by encouraging critical and counter-hegemonic positions regarding the development of anti-racist educational practices. Based on these results, we developed an educational guide containing workshop itineraries for didactic-pedagogical and cultural activities focused on Education for Ethnic-Racial Relations (ERER) and ethnic-racial literacy from an Afro-descendant perspective, aimed at IFPE staff and students