Eu-outro: cosmovisão africana e corporeidade do homem preto na educação antirracista

Abstract

This study is the result of Master's research in the Postgraduate Program in Education at the Federal University of Tocantins (PPGE/UFT). The topic covered is about the masculinities of black people from the Afrodiaspora and the signs and meanings of the African Worldview in Education and Brazilian society. According to the United Nations (UN) (2017), in Brazil, every 23 minutes, a young black man dies as a result of racial violence. This number highlights the urgency of educational research that addresses the body of the Afrodiaspora, especially in postgraduate studies, where the cosmic philosophies of African ancestors are still suppressed. In this context, the research emphasizes that the masculinity of the Black African diaspora (re)exists in a society that perpetuates the fallacy of "ethnic-racial harmony." Black individuals from the African diaspora have been systematically targeted by social neglect resulting from structural racism and ethnic-racial inequality. The research seeks to answer: considering the signs and meanings of the African worldview, how is Black Afro-diasporic masculinity constructed, experienced, and expressed in contemporary Brazilian society? The theoretical foundations of the study include Black Afro-diasporic masculinity, African cosmology, and racial violence and social neglect. For the elaboration of the work, a literature review will be conducted aiming to identify the main narratives and representations of Black masculinity in the diaspora within Brazilian society. The research also intends to explore how the philosophies of ancestral African cosmology can inform more inclusive and empowering educational practices, as well as discuss strategies and policies to combat structural racism and promote ethnic-racial equality in education and society. The expected results of this study include expanding understanding of Black masculinities in the Brazilian context and valuing ancestral African philosophies as a basis for more equitable educational practices. It is hoped that the research will contribute to the implementation of educational policies that recognize and combat racial violence and social neglect, promoting equality and empowerment for Afro-descendant communities.