O corpo negro na escola: trilhas de uma educação do sentir para pensar as relações étnico-raciais.

Abstract

This thesis defends that the visibility of the black body at high school can be based on an education that reveals the feeling in the field of ethnic-racial relations, considering esthesiology and intercorporeality as references for pedagogical experiences at school. These phenomenological references are configured by the possibility of considering a porous body, a body that surpasses the biological and cultural split, which is crossed by sensations, motricity, lived experience, affections. The work aims to describe and reflect on pedagogical experiences in the educational context by considering ethnic-racial relations from an esthesiological perspective, as well as reflecting on the meanings of the black from experiences shared with students and discussing ethnic-racial relations in the school context focusing on the notions of esthesiology and intercorporeality. The investigation is anchored in the phenomenological attitude of Merleau-Ponty as a theoreticalmethodological framework, based on the lived experience that situates the body, the other and the sensitive in the process of knowledge. By redefining the black body in education through the aesthetic experience of feeling with the other, focusing on phenomenology, implies relearning how to see the black, because it is this body that feels, perceives and understands the presence of the other. In addition to Merleau-Ponty, the pathos formula proposed by Aby Warburg, is also taken as a methodological reference for the creation of boards with pictures that intend to incite the assembly of times and senses, such as memory and empathy. To do this, the metaphor of a pathway is used to unveil the educational experiences with high school students from IFRN, Ceará-Mirim campus, in three situations: activities of the Cachos Group (formed by black students), meetings with Quilombola Communities and film appreciation. With phenomenological reduction as a research undertaking, the senses of the visibilities of the black body, ancestry and listening to the other are unveiled. It is thinking about an education that is tangled with sensitivity whereby thinking and feeling the black body in the world of all people produces an exchange of knowledge inscribed in the experience from intercorporeity and esthesiology. Such knowledge is established in the relationship with the other and reverberated in welcoming, complicity and respect to be cultivated in the context of ethnic racial relations in education.