Jongueira education: afro-diasporic life-affirming repertoire in childhood
DOI:
https://doi.org/10.5212/PraxEduc.v.17.19396.090Abstract
Due to the process of dismantling, de-characterization and divestment in a national policy of valuing ethnic-racial diversity, this article has jongo as a central element, based on the experience of a jongueira education, developed with a teacher and children of six and seven years of age from a second-grade class of Elementary School in the city of São Carlos, São Paulo, Brazil, in the second semester of 2018. Jongo is mobilized as an afro-diasporic repertoire that displaces epistemic centralities set in the colonial bases of racism. The jongueira education is affirmed as an education that promotes life, presence and enchantment, which, versed in the crossing of knowledge and in dialogue with the school, gives the basis to exercise different explanatory principles of the world based on pluriversality.
Keywords: Jongueira education. Decolonial pedagogies. Ethnic-racial relations.
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