Banca de QUALIFICAÇÃO: THIAGO RENAN FIGUEIRA DUTRA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : THIAGO RENAN FIGUEIRA DUTRA
DATE: 14/10/2024
TIME: 15:00
LOCAL: https://meet.google.com/sqt-zwjj-huf
TITLE:

FOR AN ANTI-RACIST AND ANTI-SEXIST EDUCATION: BLACK CINEMA AS A DEVICE OF TRANSGRESSION FROM/WITH WOMEN'S VOICES

KEY WORDS:

Black cinema; Black women's cinema; Anti-racist and anti-sexist education; Belonging.

PAGES: 60
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Historically, black bodies have been exposed to roles of subalternity, not achieving protagonism or significant participation in film production (CARVALHO, 2005). In this sense, this research aims to understand how black female cinema can, from a critical intercultural and ethno-educational perspective, afrorreferenciar the curriculum (MACHADO; PETIT, 2020) of two multidisciplinary curricular components of the degree courses in Pedagogy, Literature, History, Geography and Mathematics at UFRRJ-IM, with the aim of enabling the continued training of critical and critical ethno-educators, based on an integration between the seventh art, legislation and education. In the meantime, we have dedicated ourselves to analysing three video-documentaries, available on the YouTube video platform, which address the trajectories of black filmmakers Adélia Sampaio and Viviane Ferreira, offering the possibility of epistemic expansion, allowing for the creation of a university extension course on black cinema from/with women's voices in interface with anti-racist education. With this in mind, we aim to use a qualitative content analysis to outline ways of proving that women's black cinema works as an allied device for an ethno-educational, anti-racist and anti-sexist practice. In this way, we believe that the theoretical-methodological, philosophical and aesthetic use of the pedagogical dimension of film productions is fertile ground for valuing the triad that constitutes black people: memory, ancestry and belonging.  Thus, we bring up the relevance of a critical dialogue between this device and its use for teaching Africanities, based on the application of Law 10.639/2003, which makes it compulsory to teach Afro-Brazilian Culture and History as an integral part of the basic education curriculum. In addition, with bell hooks (2013) as an inspirational source, we aim to deduce how it works as an effective tool for educating for freedom, transgressing with a view to challenging and changing the way pedagogical processes are thought of in Brazilian society. In this way, ethno-education (CASTILLO GUZMAN, 2016) and critical interculturality (WALSH, 2012) will be fundamental pillars for the development of this proposal, in order to clarify that ethno-education is not limited to an isolated teaching process, but rather an ancestral methodological principle of the utmost importance for confronting and removing colonial legacies in the spheres of being, knowledge and power (QUIJANO, 2014). Therefore, drawing on the aforementioned sources, the aim here is to break with the remnants of coloniality, racism and sexism in the representation of the black experience, ancestry and its protagonism in a struggle that will be waged in art, education and image politics.

COMMITTEE MEMBERS:
Presidente - 1230788 - ADILBENIA FREIRE MACHADO
Interno - 1410642 - FABIO JOSE PAZ DA ROSA
Externa ao Programa - 1306112 - VIVIANE CONCEICAO ANTUNES - UFRRJExterna à Instituição - MARIA KELLYNIA FARIAS ALVES - UECE