When representativeness matters: reflections on racism, identity valuation and Basic Education

Authors

DOI:

https://doi.org/10.5212/PraxEduc.v.17.19407.092

Abstract

This article presents reflections from experiences in school daily life involving the theme of black identity. The theoretical discussion contemplates the representativeness and impacts of the structural racism; in how the whiteness pact, black epistemicide and racism affect and cause fissures on the construction of the black community identity. We incorporated as methodological path the contributions of escrevivências (writing and experiences), by Evaristo (1995), a term that also figures as a methodological path. Considering escrevivência as a writing of us, we bring the writing of us constituted in interaction with children and adolescents of Basic Education, incorporated into teaching and research in day care and school. Among other issues, we found that the black teacher committed to ethnic-racial education can potentially assist in the positive construction of the identity of black children and adolescents in the fight against racism, in a country with a historical past-present of enslavement as striking as the one in Brazil.

Keywords: Representativeness. Anti-racist education. Race.

Author Biographies

  • Adriana Gonçalves Correa, Rio de Janeiro State University

    Doutora em Educação pela Universidade Federal do Rio de Janeiro (UFRJ). Professora Adjunta do Departamento de Formação de Professores da UERJ, tendo por área de concentração a alfabetização e as práticas pedagógicas e as políticas na Educação Infantil. Professora de Educação Infantil no município do Rio de Janeiro. Pós-Doutorado no Programa de Pós-graduação em Educação da Universidade Federal do Espírito Santo (Ufes).

  • Paulo Melgaço da Silva Junior, Federal University of the State of Rio de Janeiro

    Doutor em Educação pela Universidade Federal do Rio de Janeiro (UFRJ). Membro do Grupo de Estudos Multiculturais (GEM/UFRJ). Professor colaborador do Programa de Pós-Graduação em Ensino de Artes Cênicas (PPGEAC) da Universidade Federal do Estado do Rio de Janeiro (Unirio). Professor e pesquisador da Escola Estadual de Dança Maria Olenewa (Pertencente à Fundação Teatro Municipal do Rio de Janeiro).

  • Érika Loureiro de Carvalho, Federal University of Rio de Janeiro

    Doutoranda em Educação do Programa de Pós-Graduação em Educação (PPGE) da Universidade Federal do Rio de Janeiro (UFRJ). Mestre em Educação pelo PPGE da UFRJ. Membro do Grupo de Estudos Multiculturais (GEM/UFRJ).

Downloads

Published

2022-11-11

Issue

Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos

Section

Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas

License

Copyright (c) 2022 Práxis Educativa

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish in this journal agree with the following terms:

a) Authors keep the copyrights and concede the right of its first publication to the magazine. The work piece must be simultaneously licensed on the Creative Commons Attribution License which allows the paper sharing, and preserves both the author identity and the right of first publication to this magazine.

b) Authors are authorized to assume additional contracts separately, to not-exclusively distribution of the paper version published in this magazine (e.g.: publish in institutional repository or as a book chapter), with the author identity recognition and its first publication in this magazine.

c) Authors are permitted and stimulated to publish and distribute their papers online (e.g.: in institutional repository or on their personal webpage), considering it can generate productive alterations, as well as increase the impact and the quotations of the published paper.

d) This journal provides public access to all its content, as this allows a greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of the research, distributing OJS as well as other software to support the publication system of public access to academic sources.

e) The names and e-mail addresses on this site will be used exclusively for the purposes of the journal and are not available for other purposes.

 

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

When representativeness matters: reflections on racism, identity valuation and Basic Education. Práxis Educativa, [S. l.], v. 17, p. 1–17, 2022. DOI: 10.5212/PraxEduc.v.17.19407.092. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/19407. Acesso em: 30 apr. 2026.