ANTI-RACIST EDUCATION: POSSIBILITIES OF HEALING IN BELL HOOKS' PROPOSAL OF AN ENGAGED PEDAGOGY

Abstract

This article is the result of a research that aimed to understand the proposal of the engaged pedagogy of bell hooks as a possibility of healing the pain caused by racism. This is a qualitative research of a bibliographic nature, and its main analysis was the work of bell hooks entitled "Teaching to transgress: education as a practice of freedom". To this end, we proposed to problematize the concept of race; to reflect on racism and the processes of illness it causes; To know the proposal of Bell Hooks' engaged pedagogy as a possibility of cure. In this text, we present the historical contextualization, exploring the invasion of the Portuguese in Brazil, with the objective of colonization through the enslavement and extermination of native peoples, as well as the trafficking and enslavement of African peoples for the exploitation of natural resources in favor of the accumulation of capital. The study recognizes that the colonial process persists in the form of coloniality, re-editing strategies of exploitation, inferiorization and silencing of blacks and indigenous people, with an emphasis on racist practices. The results obtained indicate that the engaged pedagogy of bell hooks can be a significant contribution to the promotion of an anti-racist education. However, for this to occur effectively, the need for the active involvement of the faculty, students and their families is highlighted. This participation can occur through discussions anchored in theorization that highlights racism and the need to confront all forms of racial, gender, and class oppression.