A história do racismo negro: marcas e resistências na poesia rap

Abstract

This study explores the origins of the subjugation of Black people, considering the philosophical and scientific perspectives that shaped knowledge from the 16th to the 19 th centuries and have continued to impact the lives of Black populations in the 20th and 21 st centuries. We analyze authors who engage with these conceptual origins to reveal the constitution of anti-Black racism in contemporary society. These authors include Sílvio de Almeida, Clóvis Moura, Angela Davis, Florestan Fernandes, Frantz Fanon, Lília Schwarcz, and Grada Kilomba, who explore the multiple manifestations of these historical marks, from the most common to the most subtle, without negating the violence rooted in Brazil's cultural formation. Building on this theoretical foundation, we show the reality of the Black population in post-abolition Brazil regarding the labor market, education, and identity, including their subjectivity and self-esteem. In this context, it was necessary to identify the concept of anti-Black racism in Brazil and its societal structure, while also making distinctions compared to other historical realities. Starting with the post-abolition reality of the Black population and how the maintenance of racism is evident today, we reflect on its roots in Black slavery, which lasted until 1888. This study also highlights the role of the state, governments, and society concerning the reality of Black people, the arguments that claim racism does not exist in Brazil, and the evidence of its existence. Despite many struggles, the achievements of Black people have been reversed into affirmative action laws implemented by the state, especially in educational spaces, as a driver for reducing the social distances they face. Therefore, we use education, through Laws 10.639/2003 and 11.645/2008, and their application in basic education, to map the work developed during the school year. This research corpus, conducted as a History teacher for 8th and 9th graders in the Municipal City of João Pessoa, includes racial literacy and rap workshops for the students' original productions. From this perspective, we highlight the teaching strategy of producing raps with student protagonism based on a theoretical and practical understanding of racism. We show how racism occurs within the school environment and the resistance to it, with the ultimate goal of more systematically implementing an anti-racist culture inside and outside of the school.