Uma analise afrofuturista: a trajetória criativa, inovadora e inclusiva de uma educadora das relações étnico raciais no Campus Belém do IFPA

Abstract

This dissertation was constructed through the technical professional master's program of the Federal Institute of Pará (PROFEPT/ IFPA), aims to unveil the reports about the teaching trajectory of Master Helena do Socorro Campos da Rocha and her innovative use of Afrofuturism in education within the process of teacher training at the Federal Institute of Pará campus Belém (IFPA). Methodologically, the study was based on reports on the construction of educational Afrofuturism in IFPA, through its experiences in the classroom, involving central themes such as Afrofuturism in Education, the creation of NEAB/IFPA, Pretagogy, Eshu's Pedagogy and Cartodiversity. The analysis of this trajectory was based on reports collected in a structured interview provided by the professor, in addition to her publications and indications for the creation of the theoretical basis used here, which made it possible to better know the remarkable facts of her trajectory, since her arrival at IFPA as a Technician in Educational Affairs, his participation in the construction of the Center for Afro-Brazilian Studies (NEAB/IFPA) and the development of creative and innovative methodologies in the classroom allied to educational Afrofuturism, helping to understand the importance of an education focused on ethnic-racial teaching in the institution, through new educational technologies, created in partnership with its students within the institution itself. For the analysis of these reports, Discursive Textual Analysis (DTA) was used, in order to capture new perspectives and meanings for the discursive construction in question. As a result, it was perceived through these reports that his teaching trajectory serves as an inspiration to new researchers engaged in the anti-racist struggle, considering playfulness as an active way to teach the true stories of African peoples, including their struggles, resistances and achievements inside and outside the African continent, serving as support for reflections on the future possibility of applying new ludic techniques to the other campuses of the institution, and in the same way, to all institutions that also recognize racism as a structural problem in our country.