PONTENTIALITY OF SULBATERNIZED KNOWLEDGE FOR AN ANTI-RACIST, INTERCULTURAL AND INNOVATIVE UNIVERSITY PEDAGOGY

Abstract

This text aims to problematize the construction of an anti-racist university pedagogy from the perspective of interculturality and pedagogical innovation, based on an analysis of the potential of the knowledge expressed in the narratives of the Negros e Negras collective at UVA (Vale do Acaraú State University). The re-existence narratives of the Negros e Negras collective at UVA show the struggle for the recognition of cultural and ancestral knowledge in academic curricula, in teachers' pedagogical practices and in the production of knowledge, as well as the demand for continuing training for teachers so that they can develop dialogue practices inside and outside the classroom on Anti-Racist Education, with the aim of demystifying patterns that marginalize the black population, not feeding racist discourses and breaking with structural racism within educational institutions. These narratives are analyzed as emerging pedagogical rationalities in the university context, which dispute the hegemony of Cartesian thinking that prescribes instrumental positivist science as the way of knowing and dealing with knowledge. With a closer look, the emergence of these “other pedagogical rationalities”, when they are highlighted and recognized in the pedagogical process, tensions ruptures and strengthens the anti-racist university.