Teacher training in crossings with afro-brazilian terreiros: experiences in decolonial and inclusive narratives

Authors

• Norma Silvia Trindade de Lima Unicamp/Faculdade de Educação https://orcid.org/0000-0001-6728-4675
• Mariana Semião de Lima Prefeitura Municipal de Vinhedo https://orcid.org/0000-0001-8014-6285

DOI:

https://doi.org/10.17058/rea.v32i3.19809

Keywords:

decolonial inclusive education, sense of belonging, macumbas, capoeira, candomblé

Abstract

We intend to share training paths through narratives and memories of school routines, learnings and belongings in Afro-Brazilian terreiros and giras. Differences and intersections compose this writing driven by the desire to reverence relevant crossings that constitute our bodies, listening, practices and flavors felt in (mis)directions and (mis)matches that follow in epistemic displacements, teaching-learning in the profession of teachers. Inside and outside the walls of schools, we move seeking to establish confluent transits that contribute to a decolonial inclusive education, reverberating in the teacher training. We dialogue with studies that align with the decolonial, pluriversal and inclusive perspective, such as (auto)biographical research-training, which allow us to problematize the hegemony of Eurocentric, racist and patriarchal knowledge. Finally, we establish a interface between the sense of belonging and school inclusion, within a epistemological framework, highlighting the contribution of Brazilian and macumba-related immaterial cultural goods, in particular capoeiras and candomblés, to enhance other inclusive and decolonial practices, knowledge and learning processes.