“Sobrevivendo no inferno”: da denúncia à produção de conhecimento para a desconstrução do racismo na educação

Abstract

This dissertation is grounded in the lived experiences of a Black woman from a working-class background who found in education a path toward resistance and the reconstruction of her identity. Understanding racism as a structural phenomenon that permeates Brazilian society and significantly impacts educational contexts, the study seeks to answer the following research question: how can the anti-racist pedagogical proposals published in the journal of the Brazilian Association of Black Researchers (ABPN) contribute to dismantling racism in educational settings by reflecting on its presence in society and proposing strategies to confront it? This is a qualitative study developed through documentary analysis based on two main sources. The first consists of news reports documenting cases of racial discrimination in which Black children were subjected to situations that reveal the devaluation of their bodies and cultures. The second source is the journal of the Brazilian Association of Black Researchers (ABPN), which presents theoretical reflections and pedagogical practices that propose pathways toward anti-racist education. The theoretical framework is grounded in an anti-racist, decolonial, critical, interdisciplinary, and Black feminist perspective, drawing on the contributions of Nilma Lino Gomes, Cida Bento, Barbara Carine, Sueli Carneiro, bell hooks, and Frantz Fanon. The central themes include the critique of Eurocentric curricula, the lack of Black representation, and the analysis of racism in Brazilian society. The album Surviving in Hell (Sobrevivendo no Inferno) by Racionais MC's also informs this research as a source of critical knowledge and cultural resistance, offering narratives that expose racial and social inequalities while strengthening reflections on identity, memory, belonging, and anti-racist struggle.