EDUCATION, MEMORY AND RESISTANCE: CRITICAL RACIAL LITERACY AS A TOOL FOR SELF-RECOGNITION OF BLACK AND INDIGENOUS STUDENTS

Abstract

This article sought to present critical racial literacy so that Black and Indigenous students can confidently advance their self-recognition and self-declaration. It begins with the understanding that patterns of whiteness operate as "universal" and that colonial heritage harms the body and language in school life. Fanon is used as a theoretical framework, in dialogue with contributions from Mbembe and Silvio Almeida, to illuminate the effects of racism on curricular pathways and daily relationships. The research is bibliographical, focusing on Education for Ethnic-Racial Relations and anti-racist(ERER) practices applicable to the classroom. As deliverables, an action plan is proposed: ethnic-racial repertoires in the curriculum, self-declaration protocols, language and image review, formative assessment, ongoing teacher training, and partnerships with families and the region. The objective of this article is to expand belonging and qualify school policies and pedagogical practices by analyzing how critical racial literacy can be used as a tool to promote the memory and resistance of Black and Indigenous students in the school context.