Banca de QUALIFICAÇÃO: VAGNER FELIX DA SILVA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : VAGNER FELIX DA SILVA
DATE: 06/11/2025
TIME: 16:00
LOCAL: Instituto Multidisciplinar - Multimídias
TITLE:

ON THE TOUR OF COUNTERCOLONIALITY: EDUCATION, TERREIRO AND SABARES AT A CROSSROAD

KEY WORDS:

Terreiro Communities; Education; Ethnoknowledge; Contracoloniality; Baixada Fluminense.

PAGES: 53
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This dissertation investigates how Traditional Terreiro Communities located in Baixada Fluminense are recognized in academic production as spaces of formation, transmission of knowledge, and educational practices of Afro-Brazilian origin. It starts from the understanding that the terreiro goes beyond the religious dimension, configuring itself as a territory of memory, resistance, and the elaboration of anti-racist pedagogies, in dialogue with Law 10.639/2003. The research is inscribed in the qualitative approach (Kochhann, 2021; Minayo, 2001; Bogdan & Biklen, 1994) and adopts the Systematic Literature Review (SLR) (Galvão & Ricarte, 2020; Campos, Caetano & Laus-Gomes, 2023) as a methodological procedure, re-signified through the symbolism of sacred beads. This inspiration guides a way of researching that conceives the search, selection, and analysis of academic texts as a ritual of listening, care, and ancestry. Studies addressing educational practices in terreiro communities located in Baixada Fluminense were mapped, examining their theoretical and methodological frameworks, as well as the forms of visibility or silencing of these spaces in the scientific field. The theoretical framework is anchored in the contracolonial perspective, drawing on authors such as Nêgo Bispo (2015; 2023), Nilma Lino Gomes (2017), Leda Maria Martins (2021), Azoilda Loretto Trindade (2005), and the concept of ethnoknowledge (Miranda, 2007). Recognizing Traditional Terreiro Communities as educational spaces is a fundamental step toward the re-enchantment of education and the formulation of Afro-referenced pedagogical practices (Machado & Oliveira, 2022). Thus, the research does not end in a final point, but offers itself as a collective ebó that announces possible futures and opens paths for new giras of knowledge.

COMMITTEE MEMBERS:
Presidente - 1528697 - BRUNO CARDOSO DE MENEZES BAHIA
Interna - 1230788 - ADILBENIA FREIRE MACHADO
Externa ao Programa - 1306112 - VIVIANE CONCEICAO ANTUNES - UFRRJ