O NEABI IFRN: amefricanidade e práticas pedagógicas quilombistas para uma formação humana integral na educação profissional e tecnológica.

Abstract

The enactment of Federal Laws 10.639/03 and 11.645/08 modified the Law of Guidelines and Bases of National Education, No 9.394/1996, determining the mandatory teaching of African, Afro-Brazilian and indigenous history and culture in the education offered by public and private schools. In an attempt to consolidate them, the Ministry of Education (MEC) encouraged the organization of Centers for Afro-Brazilian and Indigenous Studies to monitor, expand and promote education for ethnic-racial relations (ERER/EERR) and public policies of affirmative action in higher education institutions, including the Federal Network of Professional, Scientific and Technological Education (RFEPCT/FNPSTE). The general objective of the research is to analyze the pedagogical practices developed by the Nucleus of Afro-Brazilian and Indigenous Studies (NEABI) of the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN) as potentializers of ERER/EERR and integral human formation. We assume these practices as anti-racist actions that strengthen integral human formation and ask ourselves: are the pedagogical practices of NEABI/IFRN perceived by the school community as actions that value the conception of integral human formation? The thesis that guided this research is that the pedagogical practices elaborated by this Nucleus are essential for us to carry out, in the scope of professional and technological education (EPT/PTE), the EERR and the integral human formation based on the cultural references of the subjects. We are based on the studies of Nascimento (2019), Gonzalez (1988), Rufino (2019), Santos, (2020), Fanon (2020), Gomes (2017), Quijano (2005), Munduruku (2012), Gadotti (1998) and Freire (2019) among others. The research is characterized as qualitative, we follow the methodological path, making use of bibliographical, documentary and field research, we conduct interviews with members of NEABI (teachers, students and activists of social movements). To apprehend the facts and speeches, we used the Discursive Textual Analysis, of Moraes and Galiazzi (2016). As a result, we observe, from Neabian speeches, the relevance of NEABI as a mobilizing agent of anti-racist pedagogical practices in the institutional context, although coloniality, expressed by a segment of the school community, interferes negatively as a power pattern that contradicts the pedagogical position of the IFRN. The research also raises an alarm about the difficulty some teachers have in addressing the ethnic-racial issue because they see their contributions as dispensable, arguing "lack of familiarity", the concern to comply with the specific content

of their areas, delegating this responsibility to black teachers or carrying out intermittent actions just to justify compliance with current legislation.