Banca de QUALIFICAÇÃO: IURY CRISLANO DE CASTRO SILVA

ANTI-RACIST PHYSICAL EDUCATION IN THE MUNICIPALITY OF FORTALEZA: THE (DES)CONSTRUCTION OF KNOWLEDGE BY STUDENTS IN BASIC EDUCATION

School Physical Education; Markers of Africanities; Self-recognition and Belonging; Antiracist Education.

The present study aims to analyze the school environment in the context that we live in, marked by inequality and social injustice, and the racial theme that has been strongly discussed today, in order to understand the ethnic-racial relations within a society that prevails only a part of the population. In order for us to understand how racism permeates, it is necessary to seek an understanding of the Study of Ethnic-racial Relations (ERER) and the implementation of an anti-racist education, especially in the school environment. And the central objective of this research is to analyze the experiences of students from the conception of anti-racist education, having as specifics: to identify the process of self-recognition of students from the ERER; Analyze the contents developed in physical education classes that enable and promote an anti-racist education; Relate the appropriation of content on ethnic-racial relations, specifically on African and Afro-Brazilian culture, with the knowledge and realities of physical education students in basic education. In the theoretical framework, we delve into the ERER in the construction of the society we are in today, the production of knowledge about blackness in physical education classes, the possibilities of promoting an anti-racist (physical) education and how Pretagogy in conjunction with school physical education can build students' self-recognition and African belonging. This study will be of a qualitative nature, which makes it possible to investigate values, attitudes and motivations within the teacher/author's classes. The strategy used in the search for information will be through an (participatory) active audiovisual methodology, which portray the ethnic-racial theme and linked to the developed contents, another resource that will help are the systematic records, such as the planning files and notes about the development of the educational process. Then, the knowledge generated from the explanation of the audiovisual, based on the interpretation of the students, will be based on the markers of Africanities, which help us to identify our self-recognitions and Afro belongings.