O QUE PODE U PROFESSORE AFROCENTRADE?

Abstract

In this research, I explore the potential of Afrocentricity from the perspective of a researcher, paving the way for an Afrocentric methodological path, with the aim of investigating how Afrocentricity can reverberate in the continuing education of mathematics teachers beyond the role of educator. The research took place before, during and after an online workshop entitled: “Afrocentricity and Mathematics Education: Building Support Networks”, whose methodological construction was developed during the research, with Afrocentricity as its theoretical basis, whose Analytical Categories and Processes of Transformation of Consciousness were categories of analysis of the data produced throughout the four workshop meetings. The results discussed in each chapter highlight the fragmentation of black identity and point to the importance of Psychological, Social and Cultural Location being central to their Afro-diasporic experiences. I conclude that it is essential for teacher education that training as a subject be taken as a priority. The distance from the racial center and epistemicide are conditioning factors for the feeling of displacement that permeates and impedes the quilombola movement, a necessary collective construction strategy.