Cultural practices of storytelling and literature in the school context: for anti-racist education

Abstract

This article show fragments of the training process of a black teacher. The articulation of tails process occurred, on the one hand, through the materialization of an academic master's degree in education, which had the general objective, to understand the potentialities of intersectional approaches in pedagogical practices in the initial years of Elementary School 1 (2nd and 3rd years), in the context of a project by the Teaching Center, linked to the dean of graduation at the Universidade Estadual Paulista (UNESP). At the time, the first author of this work, who was a scholarship holder for the aforementioned project, followed the pedagogical work of two teachers on the school floor, developing pedagogical partnerships. And, on the other hand, the materialization of pedagogical practices developed at the beginning of the teaching career. The present work aims to problematize anti-racist agendas and their confrontation through cultural practices of storytelling and literature. Web highlight the relevance of valuing pedagogical practices attentive not only to looking at structural racism, but also to raising awareness of historical reparations, valuing identities and recovering affectionate memories of the beauty of children's voices and blackness.