Os contos africanos, o podcast e as reverberações entre crianças e professora
DOI:
https://doi.org/10.22409/rep.v16i30.67111Abstract
This text is the result of research carried out with children from a fifth-year class in the municipal network of Rio de Janeiro, in their daily school life, which sought to understand the reverberations, related to ethnic-racial self-recognition, provoked by reading African and for producing podcasts. It aimed to investigate paths towards anti-racist practice, based on reading and reflecting on African stories, recognizing the school as a space for the production of another knowledge. Its nature is qualitative and falls within the field of (auto)biographical research, dialoguing with studies of/in/with everyday school life It assumes a methodological option of a narrative perspective in three dimensions (PRADO; SOLIGO; SIMAS 2014). Therefore, the reading of African stories in the classroom and the production of podcasts were configured as elements that triggered reflections and problematizations of issues that addressed themes of everyday life, as well as raising themes related to African civilizational values (TRINDADE 2005). The research movements in dialogue with authors, who gave theoretical and epistemological support to the work, such as Hampâtè Bâ (1994; 1999; 2005; 2010), bell hooks (2013), Kpholo (2022), Paulo Freire (1996), among others/ as, they enabled me to realize that in addition to the reverberations of an ethical nature, ethnic-racial self-recognition, reflections on society and human life, provoked by reading the stories and the production of podcasts, in children, families and also in the researcher, tales were revealing themselves as powerful tools for entangling knowledge.
Keywords: African stories, Anti-racist practices, Podcast, School daily life, Teacher-researcher.
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Copyright (c) 2025 Maria das Graças Gonçalves, Priscila Marques Mateus da Silva
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