ANTI-RACIST EDUCATION AND POSSIBILITIES OF CRACKING WHITENESS: REFLECTIONS FROM THE EDUCAFRO CURRICULUM

Abstract

The purpose of this paper is to reflect on the curriculum of a popular pre-university entrance exam of the black movement, EDUCAFRO, thinking about possibilities of cracking whiteness in this space of non-formal education. This organization seeks access to higher education for blacks and the poor and has, as one of its main agendas, the fight against racism. The analyzes presented in the paper were produced through reflections on sources of research developed in the master's degree in dialogue with doctoral studies. The research data consisted of participant observation records, production of oral history interviews, an existing interview produced by other researchers and institutional documents of EDUCAFRO. Oral history, participant observation and document analysis were combined methodologies in the development of the research, which allowed a qualitative analysis. References are authors in the field of curriculum (MACEDO, 2006; 2015; 2017; and PINAR, 2016) and in the field of racial relations (GOMES, 2017; NOGUERA and ALVES, 2019; PEREIRA 2012; 2013; RIBEIRO, 2017; TRINDADE, 2006; 2013); including critical studies of whiteness (BENTO, 2002; 2016; FRANKENBERG, 1993; HELMS, 1990; PIZA, 2012; SCHUCMAN, 2012). Based on the research, I point out that knowledge produced and systematized by the black movement and anti-racist affections present in this curriculum bring re-education possibilities for the racial relations of white students and volunteers. I also indicate that possibilities of cracking whiteness can be produced in this and other spaces where anti-racist knowledge and affections are present, based on the agency of subjects who experience the educational process.Keywords: Curriculum; Ethnic-racial relations, Whiteness.