On the school floor: teaching pedagogic transgressions and overcoming structural racism

Abstract

This work discusses the didactic-pedagogical actions that transgress the neocolonial process in formal educational environment, with a view to initial and continuing education, school floor pedagogy, inherent to overcoming prejudices, subtle or not, to the black phenotype. Initially, an indication of good didactic-pedagogical practices was outlined by a literary review, relating the initial continuing education and transgressive practices of racial ethnic self-identification on the school floor, externally anchored by the struggles for an anti-racist society and education. It was important to systematize the process of silencing the black phenotype, inducing black subjectivities still enslaved, sometimes symbolically, in educational environments. Addition to transgressive didactic-pedagogical practices, over time they have presented or have the potential for attenuation or overcoming,according  reviewed literature on epistemicide, according to the sampling considered in the initial processes of self-identification and the possible more solid identifications in the long term detected in the productions scientific researched. The discussions are preceded by the material and symbolic foundations of structural racism, followed by actions inherent to initial and continuing education, and pedagogical practices that transgress neocolonialism and structural racism. It is important to highlight the importance of disseminating liberating pedagogical practices for a settlement in the face of neocolonialism.