RACIAL LITERACY AND EDUCATION: EDUCATOR TRAINING FOR ANTI-RACIST PEDAGOGICAL PRACTICES WITH A FOCUS ON THE INTELLECTUAL PRODUCTION OF "LADINO-AMERICAN" AUTHORS

Abstract

This article analyzes racial literacy in Brazilian education, emphasizing the training of educators for anti-racist pedagogical practices based on the intellectual production of “Ladino-Amefrican” authors. Education in Brazil is initially contextualized as a space historically marked by inequalities, where access to knowledge and educational practices has been limited to certain social groups, reinforcing structures of power and exclusion. The research is qualitative (Minayo, 2016), descriptive, and bibliographic (Gil, 1999) and has a comprehensive bias (Weber, 2009). We start from the following question: how can teacher training be guided by the perspective of racial literacy, using the theoretical production of Ladino-Amefrican authors, to build anti-racist pedagogical practices? To answer this question, the theoretical framework used was the works of Lélia Gonzalez, entitled “For an Afro-Latin American Feminism”, Abdias do Nascimento with “The Genocide of the Brazilian Black”, and Sueli Carneiro through “The Construction of the Other as Non-Being as the Foundation of Being”, among others. These authors offer a critical basis for rethinking education as a space for resistance, emancipation, and recognition of cultural plurality. The research findings highlight the importance of integrating Ladino-Amefrican intellectual production into teacher training, promoting critical racial literacy that values ​​the knowledge and experiences of students. In addition, they point to the need for methodologies that combine theory and practice, enabling educators to transform their classrooms into environments of dialogue and empowerment. Finally, the study reinforces that the implementation of anti-racist pedagogical practices requires an institutional commitment that transcends individual initiatives, becoming an effective and continuous educational policy.