Folhas, sabores, saberes e memórias: a aula como acontecimento afrodiaspórico

Abstract

The article here aims to socialize pedagogical memories about Afrodiasporic classes as an event, we brought experiences of Afrodiasporic classes built in two educational institutions in the Municipality of Lauro de Freitas - Bahia, the Municipal Center for Early Childhood Education Doutor Djalma Ramos, and the Escola Municipal Tenente Gustavo dos Saints. Both teaching units have been developing a different pedagogy, called crespogogy (Santos and Sousa 2022), which would be, among other aspects, a concept forged on the school floor, based on everyday struggles and experiences of (re)existence. We turn to think about the inaugural bases of re-existences that support our practices, where the methodological propositions for the education of ethnic-racial relations have been structured through our afrofeminist experiences based on principles such as: afroaffective body, afrofeminism, territoriality, identity, among others, which postulate a decolonizing pedagogy for children, young people, black women and men in peripheral territories of re-existence. We highlight that it was through this experience that other narratives and other ways of doing education were woven, where the horizontalization of experiences of power was sought, whose verticalization, since the colonial matrix, has been violating and deepening inequalities, in black bodies. The Afrodiasporic classes reported here are derived from two methodological propositions, one entitled Afro-Brazilian Culinary Art Workshop, and another called Memories and Knowledge of the Backyard, both developed on the floor of municipal public schools, and which aimed to experience affections based on aromas. and the use of leaves, the flavors that children, adults, and the elderly have about memories of ancestral knowledge.

Keywords: ancestral knowledge, curricular experiences. afrodiasporic classes, afro-affective memories, public school.