Letramento racial na educação: qual o papel da gestão pedagógica nessa conversa?

Abstract

The objective of this monograph is to understand the role of pedagogical management in the racial literacy of education professionals in the municipal schools of João Pessoa. This inquiry also raises another question: how does the acquisition or lack of racial literacy impact their professional performance in school spaces when addressing racial violence? In Brazil, there is a growing body of research on ethnic-racial relations and critical racial studies in education, as evidenced by scholars such as Aparecida Ferreira de Jesus (2014, 2015), Eliane Cavalleiro (2023), Sueli Carneiro (2005, 2011), Nilma Lino Gomes (2003, 2005, 2017, 2019), Kabengele Munanga (2005), Petronilha Beatriz Gonçalves e Silva (2005, 2008), and Azoilda Loretto da Trindade (2014). Therefore, it is emphasized that schools play a central role in promoting racial literacy. At the same time, it is necessary to understand that racism is not just individual behavior, but a complex phenomenon that must be analyzed through its history, intersections, and impacts. This study adopted an exploratory and qualitative research approach, with data collection based on semi-structured interviews with ten pedagogical managers from municipal schools in João Pessoa/PB. The analysis concludes that school management needs to improve and incorporate racial literacy as a key competency to promote a more equitable school environment, with pedagogical practices that foster reflection, acknowledge diversity, and create strategies to combat racism, discrimination, and prejudice. In this context, there is a pressing need to invest in training for professionals in the municipal schools, as having critical racial literacy equips them to identify and confront manifestations of racism in the school environment, such as biases in teaching materials, religious racism, and derogatory nicknames related to skin color, hair, or physical features. This directly affects the self-esteem of Black children and youth and can lead to social isolation, exclusion, and even school dropout. By learning about critical racial literacy, both educators and the school community become agents of social transformation, committed to building a more just and equitable society.