This research entitled “Stereotypes of Scientists in the Imagination of Students from Pataxó Indigenous Schools in Porto Seguro and their Impact on the Teaching/Learning of Physics” aims to research the vision of indigenous students and how science teaching is taught in indigenous schools in Porto Seguro. Safe harbor. To study the scientist stereotype of indigenous students, a drawing workshop will be held with students from Elementary School II in the Nova Esperança village and High School in Aldeia Guaxuma, based on David Chambers' DAST-C technique. The research (qualitative-quantitative) will be based on bibliographical studies of indigenous and decolonial authors with an updated discussion on the appreciation of indigenous sciences and knowledge, conversations with leaders, teachers, elders and students from these two villages. The research presents a brief history of the villages regarding the history of these communities, school structure and teacher training. The research begins by presenting a memorial of the researcher's life and his academic career and life in the village; the context in which the schools involved in the research are inserted, the Pataxó struggle for the Territory and the Legal Framework for Indigenous School Education. The investigation into Pataxó students and scientific practice brings us the suggestion of a final product that brings these students closer to the use of new technologies. In this sense, the final product is a virtual reality sandbox, where it is possible to study Earth Sciences in augmented reality, being able to study, for example, the relief of the community itself.

Intersectional research that involves questions about ethnic and racial relationships and gender issues. This research has started in Minas Gerais, moved to São Paulo and to Bahia afterwards, searching for black ancestry fundamentals and tips that can connect those 3 geographies, at the same time I study the narratives that are present in the art and pedagogical production of black transgender woman and transvestites in the contemporary scenario, focusing on the same time in my own artwork production. This research is also applied in non-school education throughout my work as bilingual educator at the Emanuel Araújo Afro Brazilian Museum, where I have been developing methodologies of approaching and mediation of the spaces, artworks, objects, and art facts that belongs to the museum's collection, directly applying the 10.639/2003 law. The production of an artistic material has worked as a base that gave foundation to the writing. This product, was executed on Fine Arts language and resulted in tree panels that were made by hand drawn, they are full of references and narratives that subjectivize my living experience as a black transvestite in the world of art education, considering this condition as a Technology of Danger, using the drawing and mediation as tools that can generate non hegemonic narratives.

The present research is part of the discussions on the Social History of Bahia in the 19th century and will specifically deal with social relations in the Parish of São Bernardo da Vila Alcobaça (1845-1856) through the rite of baptism. For this, ecclesiastical records of baptisms from the corresponding period will be used, this type of record is characterized as a serial source: homogeneous (FARRINATI, 2008, p.58) massive and reiterative (FRAGOSO, 2014, p.23) for the analysis were performed the readings and transcriptions of the records that were tabulated to form a database and, in a second moment, graphs and tables for further analysis of the collected data. Through these records it was possible to understand the formation of spiritual kinship ties through the godfather established in the baptismal font in Vila de Alcobaça between the years 1845-1856. As a product of this research, a dissertation will be produced that will be specifically structured in three stages: The characterization of the population of the village of Alcobaça in its socio-historical context and the particularities and peculiarities of the formation and expansion of the family in the village. Presentation of several social groups present in Vila de Alcobaça and their choices in the formation of godparenthood and the analysis of the social dynamics of the village and the meaning of godparent ties established in the pia between different social groups.

This research proposes to analyze the possibility of constructing science education through an interdisciplinary practice through critical writing. As a method, it uses semiotics applied to the science fiction short story “Filhos de Sangue” (1984, Brazilian edition of 2020) by the American writer Octavia Butler (22/06/1947 – 24/02/2006) to set a Role Play adventure Game (RPG). The activity was developed in the form of a workshop with high school students from the Integrated Complex of Basic Education of Porto Seguro – CIEB. The analysis has as object both the semiotics of the short story “Filhos de Sangue”, as well as the final pedagogical product, an RPG system manual based on Dungeons and Dragons 5e, with adventures inspired by the work of Octavia, produced by students through the workshop, in order to make playable the possibilities of school science content, aiming to recognize the validity of the practice for the interdisciplinary teaching of science, the presence of Afrofuturism and the role of ethnic-racial relations carried out in the context of the story and RPG adventures. Therefore, this research was produced with the aim of analyzing the scope of the school reality in the face of the panorama between the tale, the author and the school, as well as recognizing that as an RPG it can become an interdisciplinary teaching tool in sciences and, mainly, to stimulate the critical writing of the students involved in this process. In recent years, the CIEB's school reality is composed of increasingly less critical students and with greater difficulty: Interpreting and writing texts. This reality corroborates what Freire already pointed out when he proposed to rethink merely banking education, or even, Snyders (1988) around joy at school, when he states that there is a separation between school culture and the student's primary culture. Faced with such conditions, this work constitutes an initiative that aims to recognize this reality and intervene, with the aim of presenting tools that can help both in the recognition of the student, of his first culture, and in relating such contents of the elaborated culture, the school culture.

The present dissertation seeks, from the erudition of the distinct individualities and particularities of Brazilian ethnic-racial relations, to discuss how fatphobia and racism affect the black community and what are the effects of the intersection of these oppressions in the personal and school life of black subjects and fat. Climbing a multi-methodological route, the main methodological procedures used are bibliographical and documental research, field research, semi-structured interviews and critical analysis of Van Dijk's speeches for data analysis. Having as a research field a focus group of education professionals, teachers and the governing body of the José Victor Figueiredo Municipal School in the Municipality of Eunápolis-BA, its primary objective leans towards the attempt to produce and present a digital booklet in the field of education that allows the development of strategies to combat fatphobic prejudice and racism existing in the school environment, guiding pedagogical possibilities that lead to the positivization of the identities of black and fat people who have their self-esteem historically mutilated by racial violence and by patriarchal and colonial aesthetic standards.

This proposition aims to to point out the institution Olodum, born in the mangrove of Maciel/ Pelourinho, as a producer of an awakening of consciousness, through the lyrics of its songs, and sociocultural, pedagogical and even business activities, developed in Salvador, in Brazil and around the world, presenting all the group’s performances as a true educational process, with its own pedagogy, and unique principles and teaching methods, that have an administrative approach and a specific conducting of themes. In addition to cultural production, it also owns a good playful knowledge production practices, before he enactment of Law 10.639/03.

The present work is a pedagogical experience with funk music, carried out in the "Colégio Municipal professor Governador Paulo Souto", in Porto Seguro-Bahia, with students from the 8th and 9th grade classes of elementary school. It proposes the insertion of funk music in the classroom through the reflection of Law 10.639/2003, opportunistic for an anti-racist and decolonizing education. The funk music is cultural manifestation, art and music. It is a way of being, living and thinking of Afro-Brazilian culture, an expression of the black diaspora. Even composing the repertoire of black immaterial culture, it suffers revulsion and interdictions in the educational context in Brazil. It is the lack of curricular guidelines for working with funk music in the classroom in the legal documents of education, as well as the absence of pedagogical works with funk that makes with this popular manifestation and its members, The “Minor Majority” (Santos, 2020), position of marginality, isolation and identity payment. Thus, we sought in this work, from participatory research-intervention as a method, to show that funk music can be used as technology against racism, throwing light in the funk ball as an epistemology to (re)think our education in contemporaneity.

This dissertation deals with the use of biography for History Teaching, through the decolonial and antiracist perspective. Its main objective is to articulate the use of biographies for the teaching of history in the Elementary School, valuing the identity and the trajectory of people belonging to social groups, historically subordinated. In this sense, we propose the use of memory as a source for the production of biographies for History Teaching, valuing the identity and the trajectory of people belonging to historically subalternized social groups, recognizing their protagonism, perceiving these people as agents of history and seeking to bring the students closer to the history of the place where they live, creating a relationship of recognition and belonging. Besides, we intend that the life experiences of the biographers contribute to the construction of knowledge and to the strengthening of self-esteem of the black students. We believe that History Teaching is a plural space, which allows the transit of diverse knowledge and the problematization of silencing, exclusion, and erasure produced by Eurocentered history. This proposal is based on Law 10. 639/03 and the guidelines for the education of Ethnic-Racial Relations in Brazil following the curriculum parameters of the BNCC, dialoguing with decolonial studies in BERNADINO-COSTA and GROSFOGUEL (2016) and TORRES (2019), based on an antiracist education supported in GOMES (2012) and SILVA (2005) analyzing the trauma caused by racism with FANON (2008), KILOMBA (2009) and RAMOS (2011), we deal with history in the early years of elementary education in FREITAS, and OLIVEIRA (2009). To meet this proposal we use the methodology of Action Research from TRIPP (2005) and in the production of biographies the biographical method with SCHMIDT (2012).The methodological artifact that will be used in history classes, focuses on an e-book, consisting of biographies produced from the interview and reporting of life stories of four black characters of the town, two men and two women, this artifact was produced to be used with the students of the 5th grade of the municipal public school Dom Avelar Brandão Vilella, a school located in the municipality of Eunápolis - Bahia, but this is a product that can be used in other classes of 5th grade from other schools in the municipal education network. The proposal of the artifact is that of a dynamic paradidactic material, which can be updated with the insertion of new characters to the extent that these characters prove to be relevant, bringing information for the understanding of local events. It seeks to value the participation of socially subordinated people, giving visibility to the memory of black people, producing a more plural education.

The ancestral oral traditions, the religious and cultural rituals of the quilombo of Helvécia, shared in school and non-school spaces have been of fundamental importance for the strengthening of the community's identity. Therefore, this research intends to investigate, describe, and analyze the pedagogical praxis developed by black teachers, involved in the aquilombamento process, who work at João Martins Peixoto school and the ways of transmitting knowledge from the community elders that, historically, sustain ancestral marks of a diasporic black identity. The dialogue that we wish to establish between the strategies of knowledge transmission, whether by the elders or by the black teachers of the João Martins Peixoto School, is by identifying them as ancient marks that over time were built as pretagogies, that is, teachings with the permanence of values that connect to the African cosmovision, such as ancestry, oral tradition, the body as a spiritual source, religiosity and circularity (PETITI, 2015), an engaged pedagogy (HOOKS, 2013). The discourse-methodological course, of qualitative nature, uses the conception of oral history; also, it transits through an autoethnographic cut, with the intention of a deeper perception about the pedagogical praxis of the teachers and elders of the community. This research dialogues with the concept of pretagogy elaborated by Sandra Haydée Petit; with the theories of living tradition and orality, according to Hampâté-Bâ; quilombism in Abdias Nascimento and Ana Célia da Silva; quilombola education in Nilma Lino Gomes and specific legislation; and, engaged pedagogy, in Bell Hooks.

This scientific production promotes a didactic reflection on the possibilities of pedagogical treatment of the elements of body culture, in the light of African Philosophy: Ubuntu, a relationship that potentiates the transformation of times/spaces into the production of educational knowledge, useful for the (re)affirmation of black identity and human formation. This study presents and discusses the philosophical understanding of the world, from the African collective thought of the Bantu people, which always highlights the "we" instead of the "I". In this work it was possible to develop actions/reflections with young black people from the Zilda Arns community, a neighborhood located in the outskirts and socially marginalized in the city of Santo Antônio de Jesus-BA. The objective of this work is to agent educational principles as capable of fomenting the (re)affirmation of the identity of the black population from experiences related to the systematized experiences of the elements of body culture in the light of the Ubuntu philosophy, potentiating the consciousness of each subject being part of something bigger and collective. Finally, this confluence in the wheel of knowledge held during the research promoted a pedagogical intervention that generated a product called "Afropedagogical Booklet", which provides a methodology capable of referencing an antiracist pedagogical praxis from the circles of knowledge of philosophy and corporeality.

The present dissertation entitled Ubuntu: blackness in focus in the CEA of Alcobaça is the result of a research
carried out in a municipal school of basic education, located in the municipality of Alcobaça, in the extreme south
of Bahia. We had the participation of approximately 200 students, over a period of 2 years, more precisely, 2018 and 2019, through research instruments, focus groups and existential action research. In this study, we seek to answer how the enforcement procedure of Law nº. 10.639/2003 in basic education, in a public school in the municipality of Alcobaça, based on the interrelationships between the students themselves, with a view to demonstrating the social reality with regard to ethnic-racial relations, racism and identity strengthening from the research perspective - existential action? The general objective was based on discussing the teaching of curricular contents of Afro-Brazilian and African History and Culture at the Educational Center of Alcobaça. As a research methodology, we opted for existential action research, a qualitative approach that establishes the participation of subjects throughout the process, without hierarchical power. Due to the methodology being based on dialogue (focal group), the actions were based on the assumptions of the works Negritude, Rediscussing miscegenation inBrazil and Overcoming Racism at school, both by Kabengele Munanga. Considering the age range of the selected groups, it was necessary to use images of white and black people, in multiple situations and developing different practical activities in the classroom and on the schoolyard. In the analysis process, dialogues were established between the categories linked to the debate on ethnic-racial relations (made possible by affirmative action policies) in line with the concepts substantiated by the National Curriculum Guidelines for the Education of Ethnic-racial Relations and for the Teaching Afro-Brazilian and African History and Culture (DCNERERs). In this trajectory, there were obstacles to comply with the Affirmative Law 10.639/2003 and it was observed the lack of knowledge about the DCNERERs, the lack of empathy to do the work in partnership, in favor of the students. However, positive changes occurred during the process; and to exemplify, some teachers decided to be part of the Project carried out with the students, in the Cultural Exhibitions I and II that we were presenting at CEA, as a culmination of the project in the years 2018 and 2019. In this way, the implementation of Law n. 10.639/2003 is necessary in all educational institutions, as it began due to the concept of the existing veto to the themes of the black population in the curricular contents and in a veiled way, the veto to the black population in general, therefore, the study recommends that education for diversity cannot be regarded as a challenge only for schools, however, it urgently needs to be an indispensable commitment to public policies and other institutions.

This paper aims to reflect on the teaching of Portuguese at the Pataxó Indigenous School in
Barra Velha (BA), seeking to identify and understand its challenges, prospects and possibilities.
This research is based on qualitative research into teaching, since it is related to the experiences
of the Pataxó teacher-researcher, who has worked at the school - the locus of the research,
including the perceptions of 3rd year high school students and indigenous teachers working in
the Portuguese language subject, through participatory listening to the questions presented in
semi-structured interviews conducted in a round table format. The investigative questions
chosen were: why did indigenous students show so many difficulties in teaching and learning
Portuguese? Was it the methodologies used or their practical functionality? How could I, as a
teacher, contribute to alleviating these difficulties? How could the teaching of Portuguese be
made more functional for the school community? The dissertation is organized into four
chapters: the first chapter presents the researcher's memoir, inscribed in the places and inbetween
places that constitute her as an indigenous mother-woman-teacher; the second chapter
reflects on the historical aspects of indigenous school education in Brazil, situating the role of
indigenous peoples and their mechanisms in regaining autonomy and self-determination; the
third chapter discusses the teaching of the Portuguese language at the Barra Velha indigenous
school, in the Indigenous Territory of Porto Seguro (BA), outlining reflections on the processes
of imposing Portuguese as the dominant language for subalternized peoples and the movements
against this dominant culture, as well as the re-signification of the language and the
instrumentalization of students in its use as a tool for confronting epistemicide. The fourth
chapter describes the empirical research, presenting the data from a qualitative perspective,
detailing the propositions put forward by the indigenous teachers and students interviewed.
Thus, together with authors such as Marcos Bagno and Gabriel Nascimento, we discuss the
linguistic prejudice and linguistic racism that are imposed on Brazil's indigenous peoples, as
well as the strategies and subterfuges that have been developed in order to promote cracks in
the dominant structures. This work therefore evokes the voices of authors, indigenous
researchers, indigenous students and teachers throughout its text, which strengthen the
discussion and broaden the view of the writing and orality of indigenous subjects.

The research is part of the activities of the Graduate Program in Teaching and Ethnic-Racial Relations (PPGER), at the Institute of Humanities, Arts and Sciences (IHAC) of the Federal University of Southern Bahia (UFSB) and in dialogues with the group of research “Curriculum, Difference and Teacher Training” by CNPq. The same aims to analyze the translations and interpretations of Law 11,645/2008, as well as the role and uses of indigenous children's literature in the School of Kindergarten and Elementary School Marcela Nolasco, municipality of Teixeira de Freitas, in the extreme south of Bahia, leaving from the idea that children's and youth literature by indigenous authorship, often neglected in its potential, can be a powerful ally of educators who seek to be guided by the aforementioned law, building an anti-racist education. Indigenous literature allows us to explore fundamental elements for the understanding of native peoples, undermining the adherence to the discourse that extols the exotic or picturesque character, which refers the indigenous people to the past and prevents them from being recognized in the present. Given the complexity that ethnic diversity imposes on teachers, who sometimes find themselves faced with the duty to accumulate chronologically organized and traditionally biased information, books by indigenous authorship bring the perspective of breaking down barriers of the Western epistemological conception, allowing for appreciation of interculturality in collective reflections on daily themes of different peoples, however, constituents of the foundations of our society. The methodological approach will be built from action research, using ethnography and conversation as a research methodology. To this end, the course "A tale for you: Children's Experiences and Teacher Training in Cyberculture" will be created, already covered by the notice of the Adir Blanc Law in Bahia, where we will be involving professionals from the Marcela Nolasco School, as well as others from municipal network of Teixeira de Freitas. 

The work of shellfish gatherers and fisherwomen is part of the local daily life and blends into family life. The environment in which they live and their needs will dictate the routine of tasks to be followed. Shellfish gatherers or fisherwomen who live in rural areas will have a different work routine from those who live in urban areas, as well as the type of fish caught by them. Taking all these nuances into account, this project aims to investigate the narratives of women fishermen and shellfish gatherers at RESEX Cassurubá, in order to understand their daily lives and work, in order to identify whether these women are part of the same network of relationships. with regard to labor and social and cultural relations. The research project proposes the production of a podcast with the narratives collected from these women through recorded interviews. Shellfish gatherers and fisherwomen being narrators of their own history, they expose their anxieties, joys and achievements. As a methodological resource, Oral History was chosen based on listening to 6 women living in RESEX communities in Cassurubá. In addition to the analysis of the interviews, the following authors were used in the construction of the research; Diegues (1983), Petit (2016), Diegues (1995), Silva (2018), Pollak (1992), Gomes (2017) and Portelli (2001).

The main objective of this academic investigation is to create an educational product in
web-documentary/virtual platform from records and documentation of a set of actions
arts, through which a reflection will be made on how regimes of domination, specifically whiteness and
cisgenderness, are present and act within the artistic production itself. As a methodology, I
of autoethnographic and intersectional perspectives, situating and contextualizing, in this way, the studies
here present inside my experiences as a migrant-artist-of-non-conforming-precarious genre.
This set of artistic actions focuses on practices of thinking and doing DRAG, from an ethnic-racial perspective,
through which it is possible to generate the transmission of dissident knowledge and knowledge that confront and
deconstruct the disciplinary, normative and civilizing roots of the artistic-educational contexts of
trans-hating Eurocentric matrix.

The central proposal of this research will focus on the history of Grupo de Capoeira Liberdade in the city of Medeiros Neto – BA. Considering the individual and collective memories of agents that make up the capoeira and that, at times, were silenced od made invisible in the city also due to racist conditions. From this perspective, we will seek to understand, from the oral narratives of the masters and teachers of capoeira, the experiences, subjectivities and historical-cultural heritages that were passed on by their elders and that are lived in contemporaneity. This survey will present a methodological approach to Oral History, as it will seek to interpret and understand about the experiences, perspectives and knowledge of those involved and what are the meanings and understandings that the Grupo de Capoeira Liberdade attributes to the regional and local culture and to Ethnic-Racial Relations. We emphasize here that the aforementioned research will be pioneering, as they do not have written records of an academic nature for the production of this knowledge. Accordingly, Portelli (1997), considers that oral history, by bringing evidence about past, converts the narrators' speeches into instruments with which we can interpret and write history. The construction and composition of the reports that will be produced from the narratives will be based on the perspectives of ethnography, which according to Clifford Geertz (1989). Through black-African and Afro-Brazilian epistemologies, we will seek in writings and narratives to understand the relationships that the researched capoeira group has with Afro-Brazilian culture to what extent it can somehow play a role in the production of anti-racist knowledge and recognition and appreciation of Afro-Brazilian culture in the regional-local scope of those involved. As a final product, it will be up to the production of a cultural-historical inventory, as the proposal will be to build a living document as, to that extent, its agents are able to recognize its memory’s stories.

This Memorial, entitled: Stories and Experiences Traced by Black Children's and Youth Literature: Paths to an anti-racist education., aims at analyzing children's and youth works by black authorship, is divided into three chapters. The first chapter brings an account of my life trajectory, as a black woman, elementary school teacher I, in a public school in the municipality of Ubaitaba-BA. In the second chapter, I seek to deepen studies on children's and youth literature by black authorship, for the construction of an anti-racist education and the importance of black writers in children's and youth literature. In the third chapter, we will analyze works of children's and youth literature authored by black women and, as a final product, propose workshops to work on children's literature books by black authors at Escola Municipal Acúcio Magalhães. We dialogue with law 10.639/03 as a policy that establishes the mandatory teaching of black history and culture in basic education. It is extremely important to include children's and youth literature written by black authors in the school routine, in which their writings and illustrations can be used to combat racism through the decolonization of minds and bodies marked by coloniality. The study was carried out through bibliographical research, in which the researcher searches for relevant published works to know and analyze the research problem theme and its objectives. To support the understanding of this process, we based ourselves on several researchers such as Gomes e Silva (2002), Munanga (2001), Oliveira (2014) Cuti (2010), Kilomba (2019), Dalcastagnè (2012), Nascimento (2019) Andrade ( 2010) among other researchers who point out the need for an anti-racist education in the school space.

Yaguarãboya swims for Ominaye

Yaguarãboya swims for Ominaye: Yaguarãboya is a jaguar woman with a serpent's tail and a mythological being from the Maraguá ethnic group - originally from the Abacaxis River region, in the Amazon. In the tales of this People, a woman becomes an “animal” feared by all when she has broken rules. Ominayê is a word in Yoruba that means “all the waters of the world” or “all the rivers of the world”, a reference to the mythology of Oxum and how it is represented in everything that has life. The combination of these spells, one from Abya Yala do Sul (“Southern America”) and another from Africa, summarizes the paths of this dissertation. It translates the strength we need to use to face the difficulties of exercising an anti-racist education as educators in the face of a curriculum that is still Eurocentric. Finally, a racist and prejudiced curriculum that is still practiced in the Municipal Education Network in São Paulo, despite the laws and programs in force with the intention of complying with Law 11.645/2008. Difficulties that increase even more because we are mostly women educators. It was from some indigenous cosmovisions that I guided the experiences that will be narrated in our work. I have been a Teacher of Early Childhood Education and Elementary School I since 2011 and currently work in the Sala e Espaços de Leitura Program at E.M.E.F. Pedro Fukuyei Yamaguchi Ferreira, region of São Miguel Paulista (eastern periphery of São Paulo). Since 2016 I have been part of the "Jogo da Onça and other indigenous games" team at the Regional Board of Education of São Miguel Paulista. I am co-founder of Coletivo Leste Negra, which was born from the school community in search of counter-colonizing educational practices. In this sense, my dissertation narrates and makes reflections from these pedagogical practices built in the school routine in one of the outskirts of the East Zone - Original Territory of Ururay. The idea is to encourage how much the presence of indigenous histories/cultures is in the memories and identities of children and their families who live on the outskirts of São Paulo. For this, I start from some cosmovisions of the Indigenous Peoples where the jaguar represents a symbol of resistance. It would be like thinking about “Urban Jaguars crossing the Rivers of Ururay”.

It is the experiences on the school floor, in this space, territory of knowledge performance that provoke us to ask questions. And, considering that it is in childhood together with their peers and the interaction inside and outside the school where identity formation begins, it is possible to question how the experiences of black children, and quilombolas, in particular their narratives, are taken into account in their interpersonal relationships in the school environment, especially the teaching-learning relationship. Still on the importance of this community-child-school interaction, we are concerned about how the knowledge that surrounds this community directly affects the childhood of this territory and influences the school space. Knowing that the school institution does not act in accordance with the legislation on Quilombo School Education, even though it operates in a territory known to be a remnant of quilombo, our research alone justifies how important it will be to understand the impact of this invisibility in the process educational, identity and training of research subjects, as well as in the community; what is not seen, and in this invisibility, is not known, not recognized and there is no possibility of building identities and ethnic awareness, nor references among peers. And, if invisibility produces erasure and nullity of our actions, it infers to say that the lack of a specific education that understands historicity and the entire cultural repertoire to which the subject belongs not only produces uncritical subjects, who deny and ignore their history, but it corroborates to a discriminatory and racist structure (MOURA, 2019). Childhood and its issues of ethnic-racial identity in the educational process comprise not only my space of professional performance, but also constitute my personal trajectory when I became a teacher in this community. The narratives of these childhoods lead us to develop this research and it is essential to analyze from these how these subjects understand the school space, if, as an extension of their territory with all the knowledge and customs, as well as the importance of these same subjects as protagonists in the learning process.

In this research I present a discussion about the symbolic dimension of Comics by Mauricio de Sousa in the childhood of children and adolescents, also observing the stereotypes that are linked to the characters Chico Bento, Jeremias and Milena. Through previous studies and experience with comics in the classroom, also in view of the gaps left in laws 10.639/2003 and 11.645/2008 on the contributions of the language area to the education of ethnic-racial relations, the research aims to point out paths of anti-racist reading practices in the face of Mauricio de Sousa's production, aiming at the agency of students in Portuguese Language classes and Text Production. To this end, the approach takes as materiality the research work proposals of the 3rd and 4th bimesters of Portuguese Language and Text Production, developed with the 6th grade class (elementary school II) of the Trancoso Institute, in addition to the knowledge acquired with the project Balloon of Letters, supported by the Government of Bahia. In this direction, contemporary social, pedagogical and linguistic studies provide subsidies that destabilize the hegemonic narratives reproduced in Mauricio de Sousa's comics, opening up debate and anti-racist proposals in the classroom (Fleuri, 2003; Caudau, 2008; Asante, 2009; Schucman, 2012, 2014; Santos Junior, 2010), also thinking about important concepts such as structural racism (Almeida, 2018), linguistic racism (Nascimento, 2019) and the commitment of whiteness (Bento, 2022) to this issue. In broad methodological terms, the study fits as documentary research, whose chosen approach is qualitative; based on the methods and techniques that help with the established objectives, the research is characterized as Research of an Interventive Nature (PNI) as Research-Action (Thiollent, 2011). It is hoped that the research will promote possibilities in teaching, especially in the process of mediation of reading, knowledge of textualities and language practices for the education of ethnic-racial relations foreseen in a didactic sequence with the textual genre HQ.

The research aimed to conduct and analyze a pedagogical-literary experience with first-year high school students at the State Center for Elementary and High School Education Manoel Duarte da Cunha, in Pedro Canário-ES, with an emphasis on strengthening the participants' identities. The theoretical framework of this research prioritized Black intellectuals, such as Cida Bento (2022) and her focus on the pact of whiteness; Djamila Ribeiro (2017) to problematize the subaltern's place of speech; Beatriz Nascimento (2021) to challenge the myth of racial democracy; bell hooks (2017, 2020) to discuss the importance of the concept of self-actualization; Grada Kilomba (2019) to address episodes of everyday gendered racism; Lélia Gonzalez (2020) and her contribution to the anti-racist struggle, as well as Stuart Hall (2006) to reflect on culture/literature in identity formation. The initial approach involved the analysis of the short story "Isaltina Campo Belo," extracted from Conceição Evaristo's work "Insubmissas Lágrimas de Mulheres," using the methodology of literary tertulia in dialogue with literary literacy, by Rildon Cosson (2007). The implementation of the basic didactic sequence of these methodologies included topics such as Afro-Brazilian literature, literature as a contested territory, literary canon, identity production (notably race, gender, and class) in accordance with Law 11.645/2008. Through the development of literary tertulias, students were encouraged to create original writings based on their own experiences (escrevivências). The results of these productions constitute an e-book presented as a didactic product. Based on these articulations, the aim is to expand the theoretical horizon on Black literature as a strengthener of the identities of young Black individuals, as well as its role in problematizing social disparities, especially those related to gender, race, and class, particularly in youth.

It demonstrates the process of construction and validation of booklets - one for indigenous students and another for non-indigenous students, from EJA, 7/8, with the theme of Indigenous Food Security to support the decolonialized teaching of English in the Education of Youth and Adults in indigenous and non-indigenous intercultural environment; aiming to promote a theoretical-practical discussion on the subject, encouraging social mobilization for the quality of Food Security in the Municipality. A methodological study, carried out in three stages, namely: bibliographic survey and research on the people involved, the preparation of the booklet and the validation of the material. 25 representatives of the target audience were consulted. After reviewing the booklets, without the possibility of accessing the students through the School since the vacation period had already started, 9 judges chosen intentionally were contacted. The evaluation by the volunteer judges took place after signing the Free and Clarified Agreement Term UFSB model, through the collection of socio-demographic data and completion of the linkert scale. After the changes suggested by the judges were made, the booklet was validated and understood as a grain of sand in the midst of the many possibilities that the theme involves.

This dissertation seeks to discuss the management of the Tupinambá People of Olivença (Ilhéus/Bahia) of the pa’sawa (piaçava) as one of the expressions of belonging to the nature of that community to its place of origin. It is worth remembering that Olivença is one of the areas that still maintain the Atlantic Forest, with piassava being one of the native palm trees (in Tupi: pindoba) that constitutes its biome. The way in which the Tupinambá remove the pa’sawa and use it is one of the dimensions that refer to the ancestry of that People who occupied Brazilian lands before European colonization. The word piassava itself is a derivation of the Tupi term (pa’sawa) which means to weave or braid, involving handling and handling.

Therefore, this work assumes that the way the Tupinambá relate to this palm tree is one of the original identity traits of resistance and (re)existence of the indigenous memory and ancestral culture existing in Olivença. The idea here is to contribute to the struggle of these people in the territorial demarcation process that has not yet officially been implemented.

It also seeks to present how the Tupinambá management of the pa'sawa offers possibilities for teaching the history and indigenous culture of the People of Olivença, favoring the application of Law 11,645/2008 which made the study of the presence of the Peoples mandatory in the official education system. Originating in the formation of Brazilian society. Likewise, the intention is to present the educational products resulting from this dissertation (videos, transcripts, comics and the entire dissertation) to the Tupinambá community in Olivença.

The present master's dissertation aims to analyze the right of Indigenous Peoples to have their lands demarcated. The focus of this study is the Tupinambá People of Olivença (Ilhéus/Bahia) who had their Official Ethnic Recognition carried out by the National Indian Foundation (FUNAI) on May 13, 2002. On April 20, 2009, the Official Gazette of União published the Detailed Report on the Delimitation of the Tupinambá de Olivença Indigenous Land. However, after going through all the legal, administrative and political procedures, none of the governments at the head of the Brazilian State signed the Declaratory Ordinance for the Tupinambá Indigenous Land. This situation of uncertainty increased when, on December 30, 2019, the then Minister of Justice and Public Security, Sérgio Moro, sent the Tupinambá demarcation process back to FUNAI in order to adapt to the thesis of the so-called time frame that is currently being judged by the Supreme Court. Federal Court (STF). This situation of legal uncertainty generated by the non-approval of the Declaratory Ordinance of the Tupinambá Indigenous Land only increases the criminalization against that community. We seek to contribute to this demarcation taking place as quickly as possible. For this, it starts from a historical analysis of the legislative evolution concerning the right granted to the Indians, from the colonial period until the advent of the Federal Constitution of 1988, when the recognition to the Indians of the original rights over the lands they traditionally occupy, “imposing the Union the duty to demarcate and protect them”. This history reaches the present day, indicating that the non-demarcation of Original Lands only increases violence against indigenous people. At the same time, it seeks to highlight the leading role of the Tupinambá People in their historical resistance and (re)existence by the Original Land of Olivença.

Affirmative inclusion policies in Federal Universities have contributed to the democratization of access to higher education. However, the use of digital technologies in the academic environment can generate inequalities in access among students for not having adequate digital literacy. The creation of a Handbook for Welcoming Freshmen was made by the student perspective, developed in this action-research with virtual meetings, verification of information obtained through online forms and participant research by the author as Operational Assistant at Colégio Universitário (Cuni) Ibicaraí for almost six years in a participatory listening process. Recognition of restrictions and facilities regarding the effectiveness of Digital Inclusion in teaching and learning processes by minimizing exclusion in the academic path, verifiable through netnographic research, regarding the profile of students and diagnosing their skills and abilities in the bibliographic research stage, delimiting concepts from digital terminology for a better understanding of the research. Digital literacy is understood as an aspect of social inclusion. Digital literacy is understood as an aspect of social inclusion. This research takes place at the time of pandemic due to Covid-19 and the contact with students for the intervention-action takes place online and developed from the hypothesis that the student Cuni needs to be welcomed in the use of technologies available at UFSB so that reduce e-xclusion in the academic environment with the creation of a Manual.

Capoeira is the product of the junction of different cultures, origins that are characterized by resistance, being an element of the miscegenation of peoples and encouragement within the context of continuous suffering of black Africans. In principle, as soon as capoeira was known, it was considered a crime, and this entire process of decriminalization occurs simultaneously with the struggle of women for space in society. The present research aims to describe the process of recognition of capoeira as a cultural heritage of a people and the use of this mechanism to emphasize the importance of recognizing cultural identity through its own history. and master of Capoeira de Itabuna and produced a documentary in order to recognize and contextualize the process of struggle and gender discussion in capoeira in the face of a structurally sexist culture, understanding the diverse and enriching connection between the different fields and conceptions of knowledge that think about the complex cultural and educational dimension of enshrined human rights.

This descriptive memorial points to the production and application of the book “Revoltas
Populares no Cordel”, by Pedro de Albuquerque Oliveira, published in E-Book and Audiobook
versions by Editora Teatro Popular de Ilhéus, in 2021, in teaching-learning spaces, with the
Theater. For this, it goes through the author's path and his way. It reflects how scientific racism
has guided political and sociological reflections in the country, influencing the maintenance of
structural racism. Debate how this work is important as an alternative against hegemonic in the
decolonial reflections that it brings and for showing how the historical struggles for the rights
of the population resulted in advances and social progress with the cordel literature. The work
presents the results of a practical incursion of the application of the book in the classes of
theatrical techniques, in the neighborhood of Banco da Vitória, in Ilhéus-BA. It reports the
experience of the production process of the show “A Nova Ilha”, which emerged from the
discussions around the work “Revoltas Populares no Cordel”. It also discusses the concepts of
subalternity, giro-decolonial and Art-Education, in addition to recognizing the importance of
Law 10639/2003 and Law 11450/2008 in the pedagogical process.

This master's report, executed from September 2019 to November 2021, is the result of an intervention project that aimed to implement methodologies for consulting and listening to indigenous communities, in order to favor the collective construction of Guidelines that regulate and guide the pedagogical practice of teachers of Pataxó indigenous school education in the municipality of Porto Seguro-BA, making advances and overcoming specific problems of this teaching modality. This work started from the study of a set of bibliographic references, and the methodology adopted was bibliographic and field research, through meetings for theoretical studies, debates on the challenges and possibilities for a quality indigenous school education, productions written from theoretical studies and exchange of experiences, which guide the pedagogical practice, with the direct participation of indigenous school education professionals, executing the process of listening and collective production. Initially, the meetings with indigenous school education professionals in the municipality of Porto Seguro took place in person; however, with the intemper of the pandemic, they started to happen in a virtual way. This course conclusion work model provides for the writing of two articles. The first, entitled a critical analysis of advances in indigenous school education laws, was submitted to the journal Linguagem: Estudos e Pesquisas of the Federal University of Goiás-UFG and its evaluation has not yet begun. The other article, entitled Indigenous School Education of the Pataxó people: (un)paths to a Specific and Differentiated Education, was submitted to the TEIAS magazine and is under evaluation. In the second part of the work, the memorial is presented, a report of the production trajectory of the final product, a document that confronts and mixes historical, theoretical and practical knowledge of indigenous school education. In this way, contributions are suggested for the construction of the indigenous school education policy, as well as the curriculum, in view of the construction of the Guidelines for Indigenous School Education of Porto Seguro. Thus, moments of study and reflection were made possible on how to link practical knowledge, produced in daily life, to the scientific knowledge necessary for school education, in order to meet the aspirations of the community, considering its specific principles. It is concluded that open listening with the real ones involved points out ways to fight for the guarantee of the rights of native peoples and for an indigenous school education that respects the specificities.

ABSTRACT
Our decisions are made according to the social representations and the reading of the realityof the world we achieve throughout life. The way how they arise is linked to the building ofmeanings which are set up on the data we have. Therefore discussing masculinity is importante because the patriarchal culture is predominant. Thus the following question appears: how theexperiences of masculinity permeate the paths of the male teachers in Gandu municipality, in the state of Bahia? And how those teachers may contribute when it comes to antisexist practices? Therefore our goal is to think about therepresentations of masculinities, conditions of gender and race of the male teachers in the municipal network, analyzing how those practices go through pedagogical practices. The discussions are enriched with the contribution
of several authors. Among them, we highlight Moscovici and Jodelet in their studies about the social representations; hooks, with contributions about black masculinity; Butler, with discussions about heteronormativity and control; Connell, with the studies on hegemonic masculinities; Fannon, pioneer in the studies about blackness; and Louro, through discussions about the teaching practice, genders and the current discriminatory speeches. Black writers such as Restier and Souza are also referenced because we believe that the speaking places strengthen the reflections. We use the research-action approach, designing parameters between knowledge and action, between the researcher and the research object. In the methodology, the technique used was the structured interview via Google forms with twentymale teachers from the municipal network. The productions and the results of this researchreflect a range of meanings about the black masculinities which fight for the recognition oftheir identities and sociocultural constitution, as well as it contributes for the teachers to beable to see classrooms as a reconstruction stage where those new ways of being a male arepossible.

This research aims to discuss how the stories of the incarcerated students of the Conjunto Penal de Itabuna Bahia (CPI) intertwine with the teaching and decolonization of the school curriculum within the system, presenting a study made from a descriptive methodology to which the researcher describes how the educational experience is constituted for black women incarcerated at the CPI. It is proposed, in this research, to understand and identify the possibilities and difficulties facing the education of women deprived of their liberty, and in this way, to contribute to the education system and the prison system, in the sense of pointing out possibilities of existence of building a school curriculum where students can feel as part of the process and see their stories in teaching practices. The material for analysis was based on records made in a logbook, as well as responses to interviews carried out with the inmates, and teachers from the prison. It is concluded, from the experience studied, that the decolonization of the school curriculum for the teaching of black women incarcerated, presents women in significant contributions and at the same to the humanization of the space and services provided by the Penal Complex.

The research presented consists of an ethnographic study on the teaching of the Pataxó language, nominated Patxôhã. The focus of the research, especially is the Pataxó Indigenous School of the Jaqueira Reserve, located in the municipality of Porto Seguro, in the state of Bahia. The objective is to analyze how Patxȏhã language teaching is being developed in school and in the community, presenting reports about the life and daily life of Patxȏhã speakers and the daily life of the Jaqueira Reserve Village itself and its relationship with the Pataxó language, from the field and interview observations and wheels of conversations. From the methodological point of view, the research is based on field observation, bibliographic studies, interviews with teachers, community members and workshops held with school students. The final product presented is the production and publication of a bilingual book entitled ''TAWÁ- Spirit of the Pataxó Warriors'' where it brings some of the ancestral knowledge through the pataxó histories, memories and narratives, which aims to assist in the teaching of the Patxȏhã language and collaborate in the implementation of differentiated, bilingual and community Indigenous School Education in Pataxó Schools

The study aims to contribute to the process of elaboration/construction of the curriculum of the PataxóCoroaVermelha Indigenous Municipal School, located in the Indigenous Village of CoroaVermelha in Santa Cruz Cabrália, in the state of Bahia. Entitled “Challenges and possibilities in the curriculum constructions of the PataxóCoroaVermelha Municipal School”, the research dialogues with my experience/trajectory in the community and in the school, emphasizing that I am an articulator within my village, being among the first indigenous teachers and the first manager of the aforementioned school, leadership with effective participation in the struggles and in the Indigenous Movement for differentiated education. Through my work, it was possible to perceive the anguish of indigenous teachers seeking to correlate the objects of study with the annual plans, when these differ from the indigenous educational purposes thought collectively by the community. I realized that the subjects existing in the school's curricular matrix do not dialogue with our traditional knowledge and practices, causing us anguish and concerns. Therefore, I propose to rethink the school's curricular structure, inserting a new area of knowledge and a new subject in the curriculum. However, this area and this specific discipline cannot, in any way, exempt the responsibility of other areas and disciplines from dialoguing with the Knowledge and ancestors of our people. It is a reflective and collective study based on a broad dialogue with the entire school community and the community in general, facing the challenges and possibilities in the construction of a Specific and Differentiated Curriculum, which will meet the interests and needs of communities in search of overcoming stereotyped views, discriminatory and prejudiced constructed by the current Educational System. As it is a study with the participation of the school community, the research is of a qualitative nature, including transcripts of interviews, testimonies, questionnaires, photographs and other resources that dialogue with the proposed theory. The choice of action research methodology can be evidenced in training meetings with the entire school community, enabling reflection on individual and collective pedagogical practice, with the objective of improving the teaching and learning process towards the school we want. The expected result of this collective walk will be presented to the school as a final product, a booklet of guidelines and curricular suggestions containing the entire trajectory of the research, carried out through formative meetings and their contributions, which will serve as a basis to better direct the entire process of elaboration of the school curriculum proposal with a new look, which contemplates the students' interests and the real social and cultural demands of our people.

 The present memorial discusses symbolic violence in gender relations, mainly highlighting the work in the period of the pandemic in the face of the home office, from the perspective of teachers. This is a qualitative approach research, developed in a public school in the southern region of the state of Bahia, with the participation of teachers from the focus group conversation circle. The objective of which was to analyze the teachers' perception of symbolic violence in gender relations, taking into account the home office model in teaching work between remote school and domestic activities. The results indicate that symbolic violence is present, including at school, generating situations in which someone is always seeking to adapt to the impositions of school culture without even questioning them, as they are presented within the idea of normality. It is concluded that, during the pandemic and working from home, the overload of work and domestic work carried out by women, under the psychological pressure of responsibility to cope, indisputably configures a symbolic violence of the gender relationship. To this end, the educational product developed consists of an illustrated Didactic Booklet dealing with Symbolic Violence with an emphasis on gender relations.

The work entitled “Training education servants on education for ethnic-racial relations: webinar at Colégio do quilombo Barro Preto” is a qualitative research that has as its geographic space the quilombo of Barro Preto, in the municipality of Jequié - Bahia, and has as its objective to develop actions capable of creating structures that promote the valorization of quilombolas, aiming to contribute to reversing the historical debt that we have as a racist society with the black people, for this we seek to constitute and strengthen support fronts for the construction of actions on education and ethnic-ethnic relationship. rights, identity and black consciousness for anti-racist education in quilombola schools and communities. Focusing on the education servers of Colégio Estadual Doutor Milton Santos – Escola Quilombola, located in this community. Using methodological techniques for research such as a questionnaire, document analysis, and collective understanding of everyday school life. We seek to identify elements that can contribute to the collective construction of training-webinar courses for the initial and continuing training of education servants for anti-racist practice. The authors who theoretically guided the research were Azevedo (1987), Benjamin (2006), Carneiro (2011), Candau (2008), Fernandes (2017), Gomes (2020; 2017; 2005), Gil (2010), Lobato (2011) ), Malomalo (2017), Munanga (2010; 2003; 1999), Moreira (2015; 2012), Nascimento (1980), Ribeiro (2019), , Sousa (2010), , among others. From the contributions of the references, reality can be better understood. The study highlighted the need to train education workers on education for ethnic-racial relationships in quilombola schools, in order to collaborate with the initial and continued training of this public for anti-racist practice in school spaces and in quilombola communities. As well as encouraging professional development, valuing the category of workers, expanding traditional knowledge and the local and global history and culture of Africans and AfroBrazilians.

This research is premised on analyzing and recording the resistance of the Tupinambá Indigenous people of Belmonte for the repossession of land, as well as the State's dilemma in ensuring the right to land and life concomitant with the ethnic-racial educational process, this master's dissertation addresses issues related to to the process of recovery, violence, struggle and resistance of the Tupinambá Indigenous people of Belmonte. The land belonging to this people is a territory in dispute for more than two decades between heirs of traditional families of farmers and indigenous people. The areas comprise the Timiquim Farm, located on the left bank of the Jequitinhonha River, in the rural area of the Boca do Córrego district, in the city of Belmonte-BA. In this place, the Patiburi village is located, in which the Tupinambá indigenous people live. In the disputes that have been going on for more than 20 years, there are also another 5 (five) farms, which formed an “agricultural enterprise” conglomerate, a company called E.H. de Souza Ceolin - Três Lagoas Farm - ME, all contiguous and with different registrations. In this context of disputes, violence, resistance and agrarian conflicts between indigenous people and farmers, the debate on relations with the Brazilian State and society arises, however, it opens space for reflections and registration between the education processes of Ethnic-Racial relations implemented by the Brazilian State. Thus, in order to address complex issues with a history of violence by the retaking of traditionally occupied lands, which are similar to the education processes that indigenous people have experienced in recent centuries and which are strictly linked to the process of construction of Brazilian education, which has always been guided by a model Eurocentric and exclusionary education. For several centuries, in Brazil, indigenous people suffered first in Jesuit schools, and after a long period in public schools, with a violent process of trying to make them forget their culture, language, traditions, religion and customs (Silva , 2011). Using the methodological analysis of a case study, with a qualitative approach, the research dialogues with historical sources and theoretical references in (Munduruku, 2012), (Araújo, 2006), (Baniwa, 2006), (Fausto, 1992) and (Prezia, 1991), supported by documentary and oral records of the Tupinambá people of Belmonte, having as support, a large and complex amount of documents in judicial proceedings, which presents a history of resistance, violence and struggles, placing indigenous and non-indigenous people in antagonistic process, given the slowness of the Brazilian State in concluding the long administrative process of demarcation of Indigenous Lands traditionally occupied by the Tupinambá of Belmonte. The final product of this research is the realization of a Basic Course on Indigenous Rights that will be offered to interested parties through the website www.aldeipatiburibelmonte.com.br.   

This research deals with “The narratives and memories of black and non-black gay and lesbian teachers in the municipality of Itamaraju-BA”. In addition, it brings an autobiographical writing of the researcher. This work aims to dialogue with teaching professionals about issues of race, gender and sexuality in the school context, verifying how teaching professionals, the school, the family and the actors/actresses place themselves in front of such discourses. The methodological path was carried out through conversation, as the dialogue and existing exchanges between subjects allow recreations and representations of internal and external experiences. The research brings two moments of conversation: remote and face-to-face. In both, there were subjects such as: homophobia, racism, family, school, teacher/student and teacher/community relationship, national and municipal curriculum policies, subjective experiences and other developments that occur on the school floor. All the work presented constitutes a material: E-book. Product produced with the aim of enhancing race, gender and sexuality discourses in the school environment. In addition, the product intends to meet the requirements of the Graduate Program in Teaching and Ethnic-Racial Relations – PPGER. In addition, the narratives showed that the school walks a fine line between the constraint and the liberation of subjects who circumvent the conventional. Finally, the school can be understood as a space of resistance or meeting, those that are debated and tensioned, constantly, on the school floor.

The discursive content of this work, while researching intervention, turns to an Afrocentric view on pedagogical practice. Its meaning is the criticism of the Eurocentric perspective, which in its unfolding, not only makes it invisible, but also prevents the affirmation of individual and collective consciences that were defined as alterity by the Western narrative, projecting, therefore, a flagrant culture, peoples or nations attempted subordination and domination of a racist and sexist nature. It is, therefore, a look at the possibility of an anti-racist pedagogical practice through a particular episteme of capoeira angola, heir to African traditions, which need to be properly implemented in accordance with the legal provisions of law 10.639 / 03 and Law 11645/08, the result of the demands and activism of the black movement in Brazil.

The candomblé manifests itself as result of the (re) construction of an Africa in diaspora, a way of reframing the traditions, cultural values and religious values. The cosmogony of the candoblecist ritual being consecrates itself as a well discussed theme in the academic environment. Among so many approaches, there’s a special focus on what concerns the hierarchy existing in the terreiros and the stages reached by the adepts through the passage rituals, from which three figures are found: the abiã, the iaô and the ebôme. However, among them, the abiã has been target of few studies. As first category of the candomblecist hierarchic chain, the abiã is the one who goes to the house to understand the liturgy, to learn the sacred practices and, mainly, to exercise the education of attentive listening. In the terreiro of candomblé, speaking is tradition and listening obligation. It shouldn’t be forgotten that abiã is beginning, the one who learns inside the terreiro to be born in axé, for that reason, they are always accompanied by those who teach, the oldest in Ilê. Thus, conceiving the educational process as an alive tradition, whose manifestation comes in various ways, this work aims to comprehend how the abiã of the Terreiro Amefá Odé Ilê, terreiro of candomblé of the nation Ketu, situated in the city of Teixeira de Freitas/BA, perceives the educational process in which they are enveloped during the religious practices and how these elements surround the formation of an candomblé member’s identity. Specifically, observing the learning process of the abiãs in the terreiro Aramefá Odé Ilê; identifying practices and knowledges transmitted in the educational process of the abiã in the terreiro Aramefá Odé Ilê; describing the perception of the abiãs about the educational process in their religious community; reflecting on the teaching-learning of the Amefá Odé Ilê and investigating the meaning of candomblé to the abiãs on the construction of the identities, cosmovisions of world and society. It is understood that the process of identity construction of the person in the terreiro is intimately linked to the educational course inside the religion, edified on the knowledges of the oldest, responsible for the transmission of religious knowledge. As theoretical contribution, the following authors are highlighted: Bastide (1961), Carneiro (2008), Luz (2013), Prandi (1991), Castillo (2015), Ziegler (1972), Hall (2006), Freire (1978), Machado (2013), Hampâté- Bâ (2010), Braga (2019). In what concerns the methodological procedure, based on Meihy (2005), the oral history will be used upon the gathering of narratives of the abiãs, with the pretension of comprehending the perks of the learning process in the abianato of Aramefá Odé Ilê. For the operationalization of the collection means, oral narratives samples of a total of six abiãs will be reserved, and, for a larger diversity of perception, groupings of age, gender, class, education levels or any other variants were not made. The didactical product to be developed through this research project will be a video-documentary, with the title: “O Abiã e Terreiro: narratives about the educational and identity process in the Aramefá Odé Ilê terreiro”.

School bullying is a reality that needs to be seen, reviewed and unfolded in its
ways of happening. Ergo, with this work, we aim to promote the implementation of
didactic-pedagogical and relational processes that value the landscapes-differences
of gender, sexuality and race as potencies, indispensable to facing the dynamics of
prejudice and discrimination in the school environment. In light of a reframed
methodology, we refer to an intervention research based on semi-structured
interviews with teachers from the final years of elementary school, working in the
municipality of Floresta Azul, located in the southern region of Bahia. In order to
fulfill the objective, we supported the relevance of promoting educational spaces
and dialogue about bullying and other expressions of violence at school, and its
relation with the differences that build people's life and student trajectory. The
results obtained from the narratives, collaborated to understand the notion of
difference as an axis present in the conceptions of the teachers, providing a gap to
think about it considering the logic of homogenization. Therefore, we outlined the
difference as an element favorable to problematizations, which the main one is, to
perceive it beyond the provoking element of bullying practices, but as potencies
that inhabit the school territory, tensioning relationships and pedagogies that
materialize there. Between differences and similarities, we also presented
important notions about the intersection of witnessed experiences, protagonized by
the participants, creating a perspective of understanding that processes of
discrimination and prejudice are structural, calling on all to engage in the invention
of other possibilities in the school context, which is a space of inhabitants of
difference, hybrid subjects. Finally, with the whole set of theoretical formulations
developed, we also contributed with a fundamental Device to fulfill the assumed
purpose.

This participatory action-investigation project aims to apprehend as marks of ethnic-racial belonging in the Landless Rural Workers Movement, starting from the literary mediation work of the book Vermelho (2009), written by Maria Tereza. This, in turn, fosters an investigation into the way in which black literature contributes to the formation of the Sem Terrinha identity, part of the Bela Manhã camp, located in Teixeira de Freitas, Bahia. This proposal is fundamentally based on the understanding that the formation of the child's identity occurs through the correlation between symbolic processes and social interactions, especially in the family, in early childhood education institutions and, in this case, in the spaces of political actions of the subjects Landless. At the Bela Manhã camp, community education guidelines are made sensitive to children through the Nelson Mandela brigade, traveling cirandas and school education activities developed at the Alfredo Felix Correia Municipal School. The theoretical framework of the project is based on the studies of Márcia Mara Ramos and Monyse Ravenna de Sousa Barros on the Sem Terra childhood; Teresa Colomer, Rildo Cosson as a contribution to the mobilization of children's literature; Sandra Petit, conceptualizing oral literature, pretogogy and black belonging; Raumi de Souza, with theoretical deepening on ethnic-racial issues within the MST and Orlando Fals Borda, with the beacons of participating action. In the context of social isolation, the pedagogical intervention process was developed respecting the safety protocols and in dialogue with a single child from the camp, namely Kailane Donato Santos. Over five meetings, literary mediation was carried out, with a view to the dialogue on ethnic-racial belonging and the composition of the children's literature book Temperos da Vó Jove, produced in co-authorship.

This research is part of the Graduate Program in Education and Ethnic-Racial Relations (PPGER), Federal University of Southern Bahia (UFSB), as well as in the dialogues developed in the study group "Curriculum, Difference and Teacher Training" . The proposal has as general objective: To understand the impacts caused in the processes of subjectivation of children from ethnic-racial relations and their intersectionalities with the issues of gender and sexualities in the institutions of Early Childhood Education in the municipal network of Teixeira de Freitas. And as specific objectives: a) Reflect on the curriculum policies for Early Childhood Education in Brazil and in Teixeira de Freitas and their absence in relation to issues of race, ethnicity and their intersections with genders and sexualities; b) Gather information about the limits and possibilities of institutions and their teachers in dealing with issues of race, gender and sexuality in early childhood education; and c) Identify the movement made by children in order to resist pre-established norms addressed to race, ethnicity, genders and sexualities in society and which are reproduced in early childhood education institutions. The methodological path is within the field of qualitative research, with post-critical inspiration. Qualitative research works with a non-quantifiable reality, but with "the universe of meanings, motives, aspirations, beliefs, values and attitudes that correspond to a deeper space of the relations of processes and phenomena that cannot be reduced to the operationalization of variables ” (MINAYO, 1994, p. 21). Thus, the work is directed towards an ethnographic perspective of approximation and relationship with children, making use of virtual ethnography, ethnoprintgraphy (BORGES, 2019) and documental analysis. For Silva (2017), the concept of intersectionality "is necessary for the construction of new pedagogical practices, which relate oppressions in order to understand the social and historical relationships that inscribe subjects in categories that deviate from social expectation" (SILVA, 2017, p. 167). The research points out reflections and paths in the dialogues with children and childhoods in an intersectional perspective of race, ethnicity, genders and sexualities, problematizing curricular policies and considering anti-racist ways of non-sexist in Early Childhood Education.

This is the research “Ãgaypĩhĩ ũg Kuã: anti(counter)colonial experiences from Pataxó intercultural student exchanges”. Ãgaypĩhĩ ũg Kuã is a name in Patxôhã (language of the Pataxó tribe), which means to exchange and know. Somethings we questioned in this work are: do non-indigenous students from the city of Prado-BA and from other regions have stereotyped views about indigenous peoples, thinking about all the Brazilian indigenous culture are the same and not in a diversity way? Are there exchanges between indigenous and non-indigenous students in these institutions? According to these questions, the objective of this research is to analyze how intercultural student exchanges contribute to breaking ethnic-racial prejudice and stereotypes about indigenous peoples, making easier the application of Law 11,645/2008. The methods used in this work were quantitative-qualitative research, action research and autobiographical scenes. Among the theories we used in this research, there are interculturality, decoloniality and decolonization of curriculum. As a final product of this work, the site Ãgaypĩhĩ ũg Kuã (Exchanging and Knowing) was created: Intercultural Student Exchange. In the final remarks, the author comments on the results found, noting that the exchanges, in fact, collaborate to clarify doubts and decrease prejudice about indigenous peoples and reflects on his research process, stressing that he also changed his opinion during this process.

This research-action project aims to investigate the role of teaching Geography from the view of pregnant teenagers in public education system, in order to improve educational practices in Geography fields and contribute to their inclusion and permanence of an environment with more inclusive, welcoming and critical classes. This proposal is based on the understanding that the situation and difficulties experienced by pregnant students, who are mostly black or “pardas” (brownskinned), should be discussed and related to some geography contents, in order to contribute to a more transformative teaching, with the aim of enabling the insertion and transformation of their reality in the local space, understanding their realities experienced inside and outside the classroom, in a perspective that contemplates, beyond the economic dimension, the affective and cultural dimensions, which bring implications to relationships, meaning and identity of each girl and geographic space from social practices. With the purpose of understand the importance of building knowledge based on the reality experienced by the subjects in the teaching-learning process, the theoretical framework was based on the ideas and concepts of authors such as CARNEIRO (2005); CAVALCANTI (2010, 2012); CRENSHAW (2002); FREIRE (1983); FONSECA (2003, 2010); GALLO (2003); GOMES (2017); GONZALEZ (1984); MUNANGA (2017); SANTOS (1959, 1997), among others. This research-action project developed two workshops: the first one with students from the 8th and 9th grades from Educandário Pero Vaz de Caminha, a public school located in district Paraguai, in Porto Seguro, Bahia Brazil, with the objective of realizing their vision of pregnancy involving teenagers and how this issues could be worked in the classroom; the second workshop was held with 04 geography teachers of the school motioned before, with the purpose of verifying if and how issues involving teenage pregnancy could be worked on geography classes, contextualized with the contents of that subject. The intervention activities aimed to systematize a final educational product, which was created a didacticsequence guide, for the 8th and 9th grades of Middle School entitled: "The Geography-teaching in its social function: Boosting the autonomy and inclusion of pregnant black girls in the school space”. With some social, economic, cultural and racial themes, which are aligned with the Geography’s contents, they can enhance critical teaching and learning processes that are consistent with the reality experienced by pregnant students. The same was detailed from a listening poll, observations and dialogues with the subjects involved in the research process.

The main objective of this research is toinvestigate the continuing education of educators in the early and late years of elementary school in the quilombola community of the cityof Maraú – Bahia, specifically contemplating two municipal schools: Altanira Mauro Ribeiro Municipal School and Doutor Municipal School Antenor Lemos. The object of study will be the continuing education of educatorson the topic: National Curriculum Guidelines for Quilombola School Education in Basic Education, in the formof Resolution No. 8, of November 20, 2012, as happens in schools, directed to the following questions: How has the continuing education of educators belonging to the initial and final years of elementary school of the Quilombola Community of the Municipality of Maraú been carried out? What to propose as a pedagogical interventionon Quilombola School Education for this community? This investigation adopted the bibliographic, descriptive and reflexive methodology, emphasizing qualitative research, with the following procedures: In-depth consultation of academic literature; investigations into the documents of the Municipal Department of Education and School Units analyzing their contributions; description of the educational characteristics of the two schools investigated (through their Political-Pedagogical Projects) and regarding the Municipal Department of Education (through the Municipal Pedagogical Proposal); carrying out a reflection on the positions in comparison with the academic literature. The way to approach this methodology is to discuss the information that will be returned as a contribution to that environment, seeking to insert historically, in ideological and aesthetic terms, the factors responsible for the emergence of the assertion of black identity, as well as quilombola education and the continuing education of educators. From the discussion of empirical data, the following result was pointed out: despite the initiatives of the Municipal Department of Education to offer continuing education in partnership with the federal and state government, it is still not a publicpolicy implemented in the municipality. When the question turns to Quilombola Education, the absence of offering this training to the remaining quilombo communities becomes even more evident; not happening in a systematic and intentional way because they are absent from everyday situations in schools. As for the Political-Pedagogical Projectsof the schools, these showed that there was no emphasis when dealing with the Quilombola School Education theme in the referred documents.

The quilombola community intervention-action research project of HelvéciaBahia and (m) Scene: narrative of the Auto de São Benedito and Ethnic-Racial Relations investigating the narratives and readings manifested in the staging of the Auto de São Benedito by the quilombolas of the community Helvécia-Bahia for the educational understanding adopted in the (re) constitution of memory, history, ethnic-cultural identities and politics in the Bahian context. For the script of that work, I use as a theoretical apparatus, among other authors, Abramowicz (2010); Albuquerque (2006); Boal (1991); Bonin (2011); Brandão (2004); Coelho (2001); Eco (2010); Elbein (2004); Eliade (2010); Fairclough (2001); Foucault (1992); Freire (1981); Gomes (2009); Gerhardinger (2010); Koopmasn (2005); Le goff (2003); Ministry of Education (2006); Patrice (2008); Peirano (1995); Pollak (1992); Ribeiro (1984); Romão (2005); Tinhorão (2012), they have contributed to the foundation of the thematic axes: language, memory, historicity, cultures, Education for ethnic-racial relations. The methodology of studies has been constituted in a qualitative analytical approach, from the ethnographic method and an exploratory (empirical) research, contributing to base cultural and identity habits of the community, allowing the registration and description of songs, mythical texts, life stories, legends, cantatas, recitals, parables and performances; languages that explain forms of communication, thoughts and teachings that constitute the Self. In addition to these methods, I perform: experience with a focus group, semi-structured interviews, records of speeches and socialized narratives. Given these paths, I establish dialectics with scholars of culture, popular literature, anthropology, performing arts and history. In this sense, theoretical research has been deepened based on the aforementioned thematic axes, evidencing to answer objectives and questions.

The study analyzes the historical factors that enabled the formation of the rural black community Marambé and the reasons that influenced the change of its name to São Benedito community. To a large extent, the change in the baptism record is related to the introduction of the cult of the Saint in that locality between the years 1945 and 1947, as observed in the few documentary sources related to the city's history, as well as through the narratives of the deponents who configured themselves as important and crucial interlocutors in conducting field research. The community of São Benedito is located adjacent to the remnant community of quilombo Helvécia, between the municipalities of Teixeira de Freitas and Caravelas, in the extreme south of Bahia. In this sense, this study tracks and presents the historical context that gave rise to the configuration of the São Benedito community, as well as passages from its history and some elements of its cultural practices, such as samba de roda. The introduction of the cult of the Saint in the community and, in the context of celebrations and homage to Him, provided, as a result, the configuration of other ways to honor him, such as the samba de São Benedito. The dissertation presents aspects of the history, social structure and daily life of the community, relating them to multidimensional issues related to hybridisms, subjectivities and territorialities, taking as references the remote origins, narratives and memories of Saint Benedict in that location, the from various social, political, ideological, economic and, above all, resistance factors present in popular narratives that enable us to better understand aspects of the history and culture of rural black communities in Bahia.

The present work is based on the principle that there is already a Pataxó
Hãhãhãe indigenous school education with its own ways of teaching. It also points out that
this process was/is a self-construction based on resistance, (re)existence and struggle for
the territory of this people of which I am part. Our community has lived/experiences a
continuous history of educational formation and reformulation in schools, originating in an
autonomous, community, differentiated, intercultural and decolonial way, creating their own
educational collections. My trajectory (individual, family and collective) presented here, as
well as that of the indigenous people who constitute that community, is confused with this
daily history also marked by the violence of those who are against our rights. For this
reason, I consider this dissertation an Educational Fruit (Product) resulting from my
collective indigenous experiences as Pataxó Hãhãhãe. The idea here is to value the ways
in which my people have been leading their lives and indigenous school education,
contributing with ways to structure pedagogical and didactic supports that value our
identity, ancestry, culture, struggle and way of teaching. It is worth remembering that the
present work was carried out during the covid-19 pandemic. His writing will continue in my
daily experiences as Pataxó Hãhãhã and in the community where I live the struggle for
rights, including: self-building an indigenously decolonial, community, autonomous,
intercultural and differentiated school education.

The dissertation assumes that the present work is a decolonial gira constituted of epistemic crosses causing vertigo in coloniality and linguistic racism present in the teaching of the Spanish Foreign Language in Brazil extending to the proficiency exams in graduate studies, because such certifications are configured as an impediment to access of part of the population black and indigenous to teaching in graduate school. The decolonial gira is based on the discussion about the performance of the coloniality of power, knowledge and being in society, the eurocentrism of knowledge in formal spaces of teaching and how these factors allied to the coloniality of language generate linguistic racism and linguistic prejudice. To break this colonial demand, the dissertation carries out a mironga of ancestral amefricanos and indigenous knowledge with the objective of presenting the final product: the elaboration of an extensionlearning course project with a view to the preparation of students and the community of portosegurense for a proficiency exam in Spanish language.

Esta pesquisa – de caráter qualitativo, natureza exploratória, combinando os procedimentos de revisão bibliográfica, análise de livro didático e entrevista semiestruturada –, investiga como o processo de imperialismo e descolonização portuguesa em África é apresentado no livro didático de História, do último ano do ensino fundamental, adotado pela Escola Municipal Governador Paulo Souto, do município de Porto Seguro, para o triênio de 2017- 2019, objetivando analisar se a forma como essa temática é abordada atende aos objetivos da Lei 10.639/2003. Para isso, serão mobilizados como marco teórico, os Estudos Afro-Brasileiros e o pensamento Decolonial, a primeira concernente aos estudos do mundo africano e afrodiaspórico e a última ao pensamento Latino Americano, que encontram no Brasil um ponto convergente. A revisão bibliográfica, visa permitir o mapeamento das produções acadêmicas que abordam a temática História da África e africanos no Livro Didático (LD), e responder quais ausências, avanços, contextos e em que condições essas pesquisas têm sido elaboradas. A análise do livro didático pretende identificar em qual perspectiva (eurocêntrica ou afro- brasileira) ele está inserido. A entrevista semiestruturada será realizada com o professor de história dos anos finais do ensino fundamental, com um roteiro de interação, porém não aplicado rigidamente, permitindo o fluxo natural das experiências acerca da escolha, desafios e possibilidades do uso do LD no ensino de História África. A pesquisa se desdobrará na elaboração de um caderno pedagógico, material complementar ao livro didático, que contribua com a prática docente, ao aprofundar e contextualizar conteúdos que o livro didático não mobilize ou proporcione. Este material deverá apresentar aspectos do processo de imperialismo e descolonização em Guiné-Bissau, um dos mais importantes movimentos de luta e independência a invasão estrangeira em África, priorizando uma bibliografia de intelectuais que pesquisam o país. Com esta investigação pretendemos contribuir para o ensino das relações étnicos-raciais no ensino fundamental, localizando o continente africano como um sujeito histórico que possui um legado cultural, epistemológico e de resistência a ser valorizado e difundido nas escolas.

Esta pesquisa apoia-se na necessidade de analisar a trajetória da política curricular para educação das relações étnico-raciais para que, partindo desses movimentos, possa contribuir para o alargamento da compreensão acerca de sua produtividade nos cotidianos escolares. Partindo desta proposição, a pesquisa toma como lugar de análise uma escola pública municipal situada na Vila Parracho, comunidade periférica do município de Porto Seguro (Bahia), que atende aos anos iniciais do ensino fundamental – 1º, 2º e 3º anos –  cujo público é majoritariamente negro, onde dos 357 alunos/as matriculados/as, 238 são declarados pelos responsáveis como pretos ou pardos. O estudo questiona qual o impacto do conjunto normativo voltado para a educação das relações étnico-raciais nesta realidade e utiliza a Abordagem do Ciclo de Políticas (BALL et al., 1992) como principal ferramenta teórico-metodológica para responder questões como:   quais as limitações que uma escola que atende os anos iniciais do ensino fundamental encontra ao desenvolver um trabalho de combate ao racismo? Qual a contribuição da política curricular para a educação das relações étnico-raciais para mudanças na prática cotidiana da escola assim como para desconstrução de narrativas equivocadas, para além do prescritivo? Como a política curricular voltada para a educação das relações étnico-raciais está sendo interpretada e traduzida no contexto escolar?

This dissertation goal is the investigation of experiences hold by black women who have homoerotic sexual practices. Using decolonial studies as theoretical approach emphasized by the “modern colonial gender system”, the central analysis of this study is drawn to women who are recurrently submitted to discursive, historical and political erasure from a patriarchal,heteronormative and racist society. Trough mini courses and interviews the author analyzed the types of sexual health self care adopted by women whose sexual practices diverge from the imperative heteronormativity. The acting camp of the analysis was Teixeira de Freitas city on Bahia state, in Brazil. The conclusive argument is that Brazilian Healthcare centers are conscious about sexual practices, although, over a heterosexual perspective, which reinforces the ideia that homoerotic practices between women aren’t understood as legitimate relations, making the need for sexual health care of these public invisible. The Brazilian healthcare centers should be focused on the promotion of health care and prevention behaviors related to sexual practices and the not assumption of sexuality. For which cenário was developed a educational material about sexual health self care for homoerotic women. 

The present work aims to investigate Capixaba Literature with a focus on the black authorship, taking into consideration the cultural and artistic incentive laws of the municipalities of Serra, Cariacica and São Mateus, in the state of Espírito Santo. The research methodology is based on a bibliographic and documental survey and on “Escrevivência”, a concept conceived by Conceição Evaristo, for it is from the gathering of information, facts, and my memories that the writing process takes shape, creating possibilities to forge identity, to refute literary historiography, and to retell our black Brazilian stories, particularly for young people from Espírito Santo. To this end, we rely on the constructs of Conceição Evaristo, Luiz Silva (Cuti), Ana Rita Santiago, Kiusam de Oliveira, Ione Jovino, Ivana Esteves Passos de Oliveira, Reinaldo Santos Neves, and many other intellectuals. As it unveils the literary scenario of the state of Espírito Santo, this work will retell three Brazilian black stories, having as its final product the publication of a book with the stories of João Bananeira, the Revolta de Queimados, and Zacimba Gaba, which in the space-time of Espírito Santo occurred respectively in the cities of Cariacica, Serra, and São Mateus.

This research aimed to analyze how the professors of the Bahia federal universities have worked with the subjects of African studies and contributed to the formation of teachers. Moreover, it intended to assess the need to debate this theme in the undergraduate courses in Bahia's higher education, aiming a more plural formation based on these disciplines. Data were collected through interviews with seven professors who teach subjects in the area of African studies. The meetings occurred by video conference and were examined through qualitative analysis. From the results obtained, the significant advances of the African studies trajectory in the degree courses in History in our state stand out; however, it is clear that these discussions are scarce in other degree courses and in different areas of knowledge. It was detected that professors in countryside universities still face difficulties in accessing specialized bibliography on African studies in physical libraries, having the electronic medium as an ally for the construction of knowledge in these disciplines. In order to strengthen the network of the provision of materials for these components, the proposed didactic product is a website. It contains the interviews with the teachers and the bibliography discussed by them in the university classrooms, making these material more accessible to basic education teachers and the general public.

This master's study was carried out in the Education and Ethnic-Racial Relations Program (PPGER) of the Federal University of Southern Bahia (UFSB) and aims to investigate public policies for deaf black people's access to public higher education in Brazil. As a methodology, bibliographic and documental research is used to identify research and theorists that discuss the dual identity of the black deaf person and their representation in society in the light of the initial identification marker. In the bibliographic survey of research carried out in the country, between 2012 and 2019, the accessibility marker of deaf black people in public higher education was prioritized, in order to identify existing policies and discussions about dual identity. The research uses a methodology based on bibliographical and documentary research, containing data collection with the participation of deaf black people. This done, we sought to analyze the process of consolidation of public policies in public higher education aimed at black deaf people in order to find out if black deaf subjects do not access higher education due to affirmative actions of public policies. In view of the work carried out, it is inferred in the realization of studies and public policies that relate black deaf people in relation to the theme of accessibility and inclusion and ethnic-racial relations in higher education, and a roundtable, composed of deaf black guests, in addition to the insertion of a video in Libras (ethnic-racial sign and presentation of the Program) on the PPGER website. The implementation of the video in Libras integrates the social inclusion and diversity policies of that institution and responds to the recognition of Libras through Law No. 10.436/2002 (BRASIL, 2002) and regulated by Decree No. 5.626/2005 (BRASIL, 2005).

The indigenous writing-resistance, object of study of the present work, was named in the context of this research with the intention of proposing a reflection around scriptural productions carried out by indigenous people inserted in a political, aesthetic and authorial praxis movement that are inter- related to movements of struggle, militancy and resistance. The research / intervention is organized in an essay text, which discusses different concepts of writing and authorship; a state of the art developed from research and production on the indigenous writing movement, and the project / intervention, with a partial design of the artifact to be bequeathed to the master's degree in Teaching and Ethnic-Racial Relations at the Federal University of Southern Bahia - UFSB. The artifact resulting from the research / intervention on screen will be the creation of a website page that will try to promote greater visibility to the flow of existing and circulating productions by indigenous writers, make available catalog material to assist in research, highlight the work that female and male indigenous authors have been promoting within the aesthetic and literary movement, favoring a space for interaction, expansion and dissemination of indigenous authorship in the artistic, literary and scientific area. It is about the construction of a channel for a wide circulation of indigenous author productions, an accessible space, in an attempt to contribute to the visibility of struggles, of indigenous movements and to encourage dialogues and knowledge production.

HISTÓRIAS DE VIDA: TRAJETÓRIAS DOS ESTUDANTES DA EDUCAÇÃO DE JOVENS E ADULTOS DO COLEGIO MUNICIPAL PROFESSORA NAIR SAMBRANO BEZERRA EM SANTA CRUZ CABRÁLIA-BA 

The study entitled "Historical‌‌ór‌ór‌‌‌ult‌ultult‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌ Community‌ ‌Indigenous‌ ‌Pataxó‌ ‌Aldeia‌ ‌Velha‌ ‌e‌ ‌suas implications ‌na‌ ‌Education‌ ‌School‌ ‌Indigenous ", ‌ is the result of systematic research carried out in the village and in other spaces institutional, and above all it is the result of the accumulation of experiences my trajectory of belonging and leadership in the movement indigenous. Using the theoretical-methodological assumptions that pass through ethnography, oral history and analysis of sources dialogues with the selected bibliography, we seek to understand the relations of the village school with the knowledge traditional - with the knowledge of the elders, the shamans, the healers, midwives, leaders and other groups that make up their everyday life, without disregarding the contradictions and challenges of those relationships. School teachers and the community are committed to breaking with the coloniality of knowledge, and thus focus on construction of differentiated, bilingual, indigenous school education intercultural, specific and community, one of the challenges is to find the path that enables the dialogue between sciences and knowledge traditional, guaranteeing a quality education, that trains for the autonomy and self-determination of the Pataxó people. The search evidences the paths of this construction, and in the midst of the analyzes the history of the Pataxó people will emerge, the historical constitution of the Village Velha, the organization of the Pataxó community, traditional knowledge and advances in the educational field‌ such as the revitalization of the language Patxohã, the construction of the school infrastructure, initial training and continued use of the teaching staff and the hiring processes of school servers. The final product presented will be a publication didactic-pedagogical character about history and knowledge of the Pataxó people of Aldeia Velha, which will have will be hosted on the site of the Porto Seguro Municipal Education Secretariat, organized to meet both the demands of the indigenous school and the non-indigenous schools in the municipality, converging with the perspective of differentiated indigenous school education and with the determination of the Law 11645/08, which establishes the obligation to study history and Afro-Brazilian and indigenous culture in schools.

This dissertation presents the result of investigations that aim to analyze the processes of experiences and the ways that shellfish gatherers residing in the municipality of Valença-BA – masters of knowledge – articulate and share their knowledge. Thus, the research has as its locus the enunciation of the masters of knowledge, that is, their narratives were collected, described and analyzed. Such narratives reveal their life stories, knowledge, experiences and relationship with nature, as the group of shellfish gatherers is considered a traditional community, as their practices and ways of survival depend on elements found in nature, moreover, they are results knowledge produced by their interaction with this ecosystem. The guiding question of this research is: how do the masters of knowledge, from the municipality of Valença-BA, build, experience and share their knowledge? In order to answer this question, in addition to analyzing the narratives of the shellfish gatherers, we also dialogued with authors such as: Antônio Carlos Diegues, Victor Hugo A. Lima, Juliana Santilli, Ana Lícia da S. Stopilha, Thais Mara D. Gomes, Maria de Fátima Fernandes Brasão, Iaskara Regina R. Saldanha, Daniela Barros Pontes e Silva, among others. In the methodological aspect, we make use of Oral History based on the narratives of the shellfish gatherers, highlighting their life experiences and their knowledge constituted in the practice of shellfishing. A bibliographical, documental and empirical research was also carried out. Therefore, this study seeks to give visibility to the group of shellfish gatherers, their knowledge and ancestral practices, which are so present in the Valencian community.

In this research, I propose to reflect on the practice of teaching mathematics in a decolonial perspective, aiming to identify structures characteristic of the colonizing process, and from the criticism of these, provide opportunities and recognize the multiple expressions of identities and knowledge that allow a rupture of coloniality that students and teachers are subjected daily. With the support of theoretical references on the theme, emphasizing those with a decolonial perspective, I mobilize the concepts of colonialism, coloniality and decoloniality, according to Candau (2010), Pinheiro (2018), Mignolo (2005), Quijano (2009), among others. To address the power relations and the satisfaction of the student in the school space, I go with the thought of Freire (1987; 2017) and Snyders (1988), who highlight the valorization of knowledge and knowledge that each student brings with him, since these knowledge cannot be disregarded in the knowledge construction process, even in the teaching of mathematics, as this knowledge needs to be added so that students feel contemplated and stimulated to new experiences and learning. Therefore, in addition to this theoretical-epistemological contribution, I use my experience and autobiographical trajectory as a teacher / student as a research method, which is characterized by an explanatory research, made possible by bibliographic research and Ex post fact research. As a proposal and scientific contribution, my intention is to provoke, in educators and educators - especially those who teach mathematics - a reflection on the bases of their professional training, in an exercise of looking at themselves, identifying aspects of coloniality in their teaching practice and above all, how, based on new decolonial methodologies, to effectively contribute to the integral development of its students.

As an element that belongs to everyday life, racism is still a structuring factor for silencing in the school environment, where black thought in its most diverse aspects is shown to be inserted in an atmosphere dense with stereotypes and prejudices. Imbued with these assumptions, this research aims to investigate the conceptions about Africa, race and racism of students in a 9th grade class of elementary school in a public school in the city of Eunápolis/BA, especially by observing the (re)positioning of students about the theme throughout the activities developed, using this work as an improvement in teaching practice. For this, a proposal for Afro-centered History Teaching is presented, which dialogues the importance of an epistemic repositioning in African History classes by bringing an African perspective of knowledge as the historian OLIVA (2007) tells us. This proposal is circumscribed in Law 10.639/03 and in the guidelines for the education of Ethnic-Racial Relations in Brazil. It fits into the BNCC curriculum parameters, dialoguing an anti-racist education in MURANGA (2005) and GOMES (2005), based on an education for freedom supported by hooks (2013) and FREIRE (1967). To meet the demands of remote learning during the COVID-19 pandemic, the methodological artifact to be used in the classes consists of an e-book produced in an authorial way through bibliographical research that contextualizes the African independences of the 20th century through thought of black intellectuals like Frantz Fanon, Kwame Nkrumah and Amilcar Cabral, understanding the colonial legacy of racism left in the reflections we have in Africa. It seeks to understand the African thought behind the struggles for liberation, dialoguing such epistemologies in an ecology of knowledge according to SANTOS (2007).

This qualitative and exploratory research presents data and bibliographical references that point to the presence of sickle cell patients in the context of Brazilian school learning and the difficulties they face when exercising daily practices in the classroom. It focuses on the identified demand, specifically in the municipality of Porto Seguro and is carried out by sampling at the Municipal School of Cambolo, with the aim of creating a Protocol for Service to be made available to teachers, pedagogical coordinators and directors those of school units in the municipality, helping them in the daily treatment of sickle cell students. To build this Protocol, questionnaires were used aimed at students, teachers, parents and coordinators and refer to their previous knowledge about issues related to Sickle Cell Anemia, it also seeks to identify academic and other training. social, economic and cultural relations of these people, in order to consciously enter the daily life and interaction in the school environments of Porto Seguro, in line with the legal norms that govern the inclusion and the Promotion of Racial Equality in Brazil.

The research aims to undertake an analysis on the training of teachers of the Municipal College Professor Nair Sambrano Bezerra in relation to issues related to the Law 11.645/08, regarding the teaching of content related to the history of Afro-Brazilian and indigenous populations. The intention is to propose and execute as a final product, based on an accurate analysis of needs, a training course for these professionals, aimed at resolving their difficulties in their daily work with Law 11,645/08, as well as training them to combat structural racism.

This work emerged with the purpose of creating strategies for qualified student permanence in higher education and applied at the Multidisciplinary Institute in Health – Campus Anísio Teixeira (IMS-CAT) of the Federal University of Bahia (UFBA). As for the general objective, it intended: to provide a space in the university environment that allows a qualified student stay and that enhances the various existing knowledge by stimulating the production of knowledge by students assisted by the Coordination of Affirmative Actions and Student Assistance (COAE). As for the specific objectives, we sought to: a) Encourage the academic production of students assisted by student assistance at UFBA/Conquista; b) Stimulate new forms of knowledge production in the IMS-CAT, making visible the diversity and plurality existing on the campus; c) Provide a space that guarantees a place of speech and/or enunciation locus for students assisted by COAE, so that they can express themselves and actively participate in issues that affect the university and/or society. Thus, to achieve these goals, an action research performed, which culminated in the creation of the Web newspaper COAE. This newspaper exclusively published texts by students assisted by COAE, among which are students from social “minorities” and who are socially marked by issues of race, class, ethnicity, gender, among others. As for the content of the newspaper, the texts dealt with the difficulties faced by students to remain at university through the use of remote learning during the Covid-19 Pandemic. The newspaper was an instrument that boosted the academic production of students, highlighted the “voices of minorities” and encouraged the active participation of these students in the university.

Keywords: University; Student Assistance; Qualified Stay.

The present work analyzes the daily life of Pataxó women in barra velha village, located in the municipality of Porto Seguro, extreme south of Bahia. It is assumed that women throughout history have been the victim of systematic oppression and discrimination, and the way society conceives them is naturalized: a housewife, a devoted mother and submissive to her husband. This reality is no different in indigenous communities, because historically oppressive relations against women have infiltrated the daily lives of our peoples. From interviews with women of the village, the research will present aspects that are part of the Pataxó traditions, as well as point out elements that were imposed by the colonizer and incorporated by the people, such as the way of thinking and acting prejudiced against indigenous women in the barra velha village. On the other hand, the research analyzes the forms of resistance, strategies and struggles of women against oppression and the right to equality, preserving the specificities of each people. The research also presents the ways in which Pataxó women have been building space for a new type of community education, where ancestral values are valued. This study will serve as the basis for the production of a documentary about the Pataxó woman in barra velha village, which will be presented as a final product at the conclusion of the master's degree.

The intervention research on screen is entitled “Pataxó children in a non-indigenous school: the case of Frei Henrique de Coimbra Municipal School, in the extreme south of Bahia”. The dissertation addresses the process of schooling of Pataxó children at the Frei Henrique de Coimbra Municipal School, a non-indigenous school institution, located in the Pataxó territory of Coroa Vermelha, in the municipality of Santa Cruz Cabrália – BA. In the midst of the debates, the issues regarding the study of indigenous themes at school and its consequences appear: teacher training, the teaching materials used in the school, the current curriculum proposal, among other issues. From a methodological point of view, the research was organized based on interviews, application of questionnaires, analysis of school documents and observation of the reality of that school, in addition to a dialogue with the selected bibliography. The final product is entitled Guide Reforesting indigenous knowledge in schools: guidelines for pedagogical work with the law 11,645/2008, which will be aimed at schools in the municipality of Santa Cruz Cabrália, Bahia, and aims to support the pedagogical work of teachers in development of indigenous themes in the classroom, in accordance with law 11,645/2008, which establishes the mandatory study of Afro-Brazilian and indigenous history and culture. In this sense, teachers will be provided with texts and suggestions for teaching material with the indigenous theme.

This research assumes a role based on penetrations of transgender blackness subordinate to cultural paths, based on the manifestations of the black transgender subject in peripheral communities, in partnership with Abayomi Casa de Cultura that proposes a space for precious encounters, involving art and ancestry to enable the anti-coloniality in the social aspect inside and outside this space, allowing an epistemological experience in relation to affectivities and social life beyond his selfknowledge as a transgender person. Conceptualizing specific methodologies in which art and pedagogical actions enable significant approaches in the peripheral environment, providing a welcoming space in order to discuss ways of confronting social oppression, as a liberating process. Establishing partnerships with white transgender people and black cisgender people, moving political and social issues of gender disobedience, proposing from the artistic axis decolonial processes as a powerful source in the teaching and learning processes both in the artistic and educational fields. The function of this project is to establish a peripheral artistic development center through artistic expressions and conversation circles, establishing connections between the experiences of trans pretense. Enabling multilateral dialogues involving all of them being in class, gender and race. In this dissertation, I propose an interaction about my experiences and how I build myself as a trans black man during the creation journey, enabling the development of this research based on Afro-descendant ancestry.

The objective of this dissertation is to analyze the teaching-learning process through the application of the board game “Negritude(s)”, which will be applied in an 8th grade class, at the Pedro Calmon Educational Foundation, in the city of Belmonte-Ba , using it as a didactic tool for teaching the history of slavery, seeking to broaden our students' understanding of the black population, whether in the past, during slavery, or today. We understand that the pedagogical use of the game can be a positive attraction to arouse students' curiosity, since the attention, concentration and involvement required by t he game end up being transferred to the class itself and to learning itself, the unfolding of the The game takes place according to a predetermined system of rules to guide the players, to advance at each stage it will be necessary to have knowledge about the enslaved and free black women and men of Belmonte, in order to achieve this goal, we will relate the teaching of the history of slavery with the game through a didactic sequence, which will address the skill (EM13CHS101) of History, constant in the BNCC, which consists of identifying, analyzing and comparing different sources and narratives expressed in different languages, with a view to understanding philosophical ideas and historical, geographical, political, economic, social, environmental and cultural processes and events. Therefore, we will analyze how the trajectory of the enslaved and freed black population can contribute to promoting a reflection on racism in today's society, as well as to consolidate anti-racist educational practices. We emphas ize that thinking about an anti-racist educational policy is not only to rescue a history of inequality that structures our society, but to celebrate and make visible the legacy of political and cultural resistance of black families and communities. In order to understand the trajectory of this black population in Belmonte, we anchored in perspectives that start from the principle of humanization of the enslaved subject, seeing them as historical agents that are part of networks of social relations. We will also use the bell hooks researcher's perspective as a theoretical-methodological contribution, as we find in her an inspiration to understand the classroom as an enthusiastic learning community, as someone who understands that teaching cannot be thought o f without inserting the classroom. We will bring as a methodological contribution the research-action, as we will start from the collective selfreflection undertaken by the students of the 8th year of the Pedro Calmon Educational Foundation in the city of Belmonte-Ba, such approach will contribute to analyze how our educational and social practices happen, assuming that in action research we understand the classroom as a space for cooperation and collaborative learning. Finally, we highlight the complex historical moment in which this work is inscribed, in the midst of a global pandemic, which directly interfered in the way we develop our work, which is in the development phase and may undergo changes until the completion of the research.

This research-creation intends to map and register, from the author's writings, fragments of the narrative memory of a Master and a Santeiro ceramists from the traditional community of Maragogipinho, district of Aratuípe/Bahia. In this proposal, handicraft is taken as an act of resistance and the artisan and the artisan as subjects constituted in and constituting the tradition; this is a cartographic research, carried out in 2020 and 2021, having as a theoretical-methodological basis concerning the structuring key concepts, which are: "remarkable knowledge of art masters", "scriptives", "plural pedagogies", “Afrocentricity” and “cartographic method”. In this context, we base ourselves on scholars such as Moléfi Asante (2009); Bernadino-Costa (2018); Silvia Tedesco, Christian Sade and Luciana Caliman (2015); Johnny Alvarez and Eduardo Passos (2015); Alfredo Wagner Almeida (2013); Deleuze and Guatarri (1997); Alvares (2015, 2019); Mattar (2017); José Jorge de Carvalho (2016; 2019; 2020); Evaristo (2005; 2020). As educational products from the present research, the assembly in collaboration with the artisans is presented, in a transcreative way, of two books, namely: a pedagogical book, to be delivered to schools in the community, entitled: “In the kneading of clay: classes-living and artisan pedagogy” and a book for the community, entitled: “In the kneading of clay: book-encounter with ceramist masters from Maragogipinho”, which will be delivered to artisans and artisans in the community.

The ongoing research seeks answers to understand the complex plot that has led adolescent black students from the Basic School to self-mutilate. at the end of the research, it is expected to answer the following questions: To what extent the Socioeconomic and ethnic-racial profiles are related to self-harm at the Institute Municipal School of Education Eusínio Lavigne - IME Public School of Ilhéus – (BA)? it is of a descriptive research, of an investigative character and qualitative nature, having as object the knowledge of the possible causes of self-mutilation in black adolescents in the EMI. Municipal public education school, in the city of Ilhéus/BA, with age group between 11 and 20 years old, in the morning and afternoon shifts.

Law No. 10,639/2003 made the teaching of African History and African and African Culture mandatory. Understanding the colonization process imposed in Brazil, followed by the myth of racial democracy, this law is another tool to combat structural and institutional racism constituted in this society. It is the result of the struggle of the black movement, which strives to show society, despite the forced invisibility, the differences that are present in the constitution of the Brazilian people and that this diversity is a source of pride and wealth of our people, in addition to recognize that school is a mirror of society, and that in this environment racist practices are carried out both structurally and institutionally. Therefore, the objective of this work is through reflexive criticism to address the challenges in the implementation of laws 10,639/2003 and 11,645/2008 that should be addressed primarily, the importance of building devices of decolonization of knowledge to address ethnic and racial and gender issues in the school space and how a university extension action could contribute to the decolonization of the processes of teacher training. Within the framework of this approach, the construction (systematization) of a decolonial methodological proposal is described for the realization of a University Extension Course for the Training of Basic Education Teachers, based on the decolonization of knowledge and the implementation of laws 10,639/03 and 11,645/08, developed over the last two years as a result of the research-action proposed to PPGER.

The proposal aims to discuss the BNCC, with the challenge of analyzing the curriculum proposal built by the school community of the municipality and deciding after discussions, debates and reflections on what curriculum we want. It is questioned: is it possible to construct a dream curriculum, collectively dreamed, as professors of the municipal Education network of Santa Cruz Cabrália? Is it possible to insert in the school curriculum the different local knowledge that inhabit the social and cultural reality of the city? What are your chances? And what are your limits? We aim to build, as a product, a set of curricular guidelines that serve as a signalization for schools in the municipal network of Cabrália to work with local cultures as one of the ways to make learning more meaningful For students.

This Memorial, accompanies the final product “Exú, paths of orientation: Knowledge of the Ijexá Tradition and Afro-geographies of an Ogan” (a puppet of a paradidactic book), elaborated during the Professional Master Course in Teaching and Ethnic-Racial Relations, from Federal University of Southern Bahia. The following are covered in this Memorial: a) the theoretical-methodological bases and the research-creation process that allowed the proposal for authorial writing of the referred book; b) autobiographical narrative of formation and teaching trajectory; c) critical essay “Living between two worlds, the adjá and the pen: Ajalá Deré's life story, Ruy do Carmo Póvoas”, unpublished; d) scientific article published in the context of the formation of the Master's Course, entitled “Alá Funfun: experiences, knowledge and colors at Ilê Ijexá, in Itabuna / BA”. The texts that make up this Memorial have the function of explaining the training processes experienced in the Course and the results achieved, in the form of products made, from September 2017 to December 2019.

This research work consists of a scientific study of belly dance performance and its strength in translating experiences into educational acts historically. A belly dance performance is a driving force that adds to it the repertoire of an-cestry gathered by the community's ancestors and preserved daily by them. The act of hitting one belly on the other is the symbol of the northern region of all dance and renews the content for the continuation of the dialogue between historical past and the present that it faces as daily struggles with a view to the future. Rio do Sul is a rural community in the district of Helvécia - Nova Viçosa, which has its origins in the agricultural enterprises of Colonia Leopoldina - 1808 (SANTOS, 2017), which uses African and Afro-Brazilian labor with a slavery regime to sustain as an economic pole at the time. In this sense, we aim to understand how belly dancers perceive readers and cultural individuals in their own social practice; analyze a belly dance performance as a social practice of Afro-Brazilian culture and, therefore, an educational act; study belly dance in Rio do Sul, as an educational-social training practice that has gone through as experienced and used by the community. We seek to answer the following question: How to practice Afro-Brazilian dance, an Afro-Brazilian practice in the rural community of Rio do Sul, to contribute to the strengthening of interpersonal relationships among residents? The type of research used in this work is a qualitative social approach in Minayo (2009). The theoretical an-chor is composed by Paulo Freire (1995), Brandão (1985), Schechner (2003), Fanon (2008), Geertz (1989), Santos (2007; 2017). The results pointed out for belly dancing is a cultural practice that is not intertwined in any context, in those that perform and, for this reason, reorganize the daily life of social rela-tions. Its performance, the symbolic act of hitting one belly on the other, con-firms the educational character of the dance and maintains an effective dia-logue between the variations.

Essa proposta de pesquisa traz por desafio central a investigação acerca das concepções de infância e de educação infantil que subsidiam as práticas das professoras que atuam neste nível de escolarização nas escolas municipais de Porto Seguro – Bahia. Partindo da compreensão de que saber e poder encontram-se mutuamente imbricados e que onde há poder, há resistência, o estudo busca ainda identificar os movimentos de resistências da infância presentes nas narrativas das educadoras-parceiras dessa investigação. O texto tem como interlocutoras/es autoras/es do pensamento pós-crítico, busca perceber as infâncias como fluxos de resistência às normatizações escolares e ao poder sobre a vida, sendo possível talvez viabilizar processos de invenção e criação nos espaços escolares. Desse modo, dialogo com FOUCAULT (1979, 1987, 1994, 1998) e algumas/alguns de suas/seus comentadoras/es, ouso tomar emprestado alguns de seus conceitos que utilizarei como ferramentas teóricas para pensar as temáticas: criança, infância, poder e resistência. A pesquisa de campo intenciona ser realizada com as/os professoras/es da educação infantil pública que estejam atuando na docência num movimento cartográfico, sustentadas nas metodologias pós-críticas em educação com autoras/es: (MEYER e PARAÍSO, 2014), (PASSOS; KASTRUP e ESCÓSSIA, 2015). Buscarei contribuir e compartilhar saberes em encontros com docentes de diferentes regiões do município e ir construindo coletivamente os trajetos dessa pesquisa, penso inicialmente na possibilidade de materializar um processo de estudo colaborativo, para conhecer/problematizar/tencionar as múltiplas dimensões da infância. As análises inicialmente inserem-se nas interações com as professoras, na percepção de seus saberes acerca das concepções de infância, bem como, de suas narrativas quanto aos movimentos de resistência com relação as normatizações escolares instituídas pelos documentos orientadores do trabalho nessa etapa da educação básica. De modo a potencializar os processos educativos e disposta a aprender junto, a proposta pode ser um convite para pensar uma educação infantil que parta das experiências criadoras das professoras e das crianças.

This work is the result of connections, built through affection and the practice of ceramics. It relates the ways of knowledge and practices of ceramic production in the traditional community of Reserva Pataxó da Jaqueira, Porto Seguro / BA. It is also related to teaching and informal education in production spaces, focusing on ancestral techniques and procedures, permeating the educational, technological and human universes of practice and mastery. Its specific objective is to contribute with the Pataxó community to the scientific, technological, economic and social development of its territory, through the creation of an Artisan Course in Ceramics as Social Technology.

The creation of the PNSIPN, which deals with a public policy of social inclusion, concerned with recognizing institutional racism and racial inequalities, as determinants of health, does not yet guarantee equal opportunity and conditions, access and adequate monitoring for the black population in the peripheries, so, that area still needs attention and visibility. The Castelinho neighborhood, located in the outskirts of the municipality of Teixeira de Freitas, in the State of Bahia, fits into this context as regards accessibility to basic health care for the black population. This observed reality has become a concern. So, have the themes of racism and health of the black population been included in the services provided by the Basic Health Units in the municipality of Teixeira de Freitas / BA? This question was embodied in a research theme. Thus, in the face of this provocation, this research aims to identify how racism and institutional racism determine the (over) experiences of the black female population in the periphery, in order to describe how racism, and institutional racism can make accessibility unviable and (about) experiences of the black female population in the periphery, who use the Basic Health Unit in Bairro Castelinho. The methodological discursive path is anchored, in particular, in BomMeihy (2002), which explains the particularities of studies based on oral history and in Maria Cecília de Souza Minayo (2017), which addresses social research and the construction of social behavior from of bonds. Conducts a study based on thematic oral history of a qualitative nature, with (five) self-styled black women, residents in Bairro Castelinho who use public health services and (fifteen) community health agents working in the eastern health district of the municipality of Teixeira de Freitas / BA. And, as a guiding thread for the issue; find out what black women think, what they say and what they do, who use the public health system of the Basic Health Unit in the Castelinho neighborhood. As a theoretical contribution, conceptions from different fields will be used that discuss the health of the black female population, gender, race, popular health, public health, periphery (Carneiro, 2011; Castro, 2005; Oliveira, 1998; Werneck, 2016). The result of the research was used to produce a pedagogical strategy, the edition of the video documentary, “The queens of the castle: the place, their lives and access to health services”, in order to produce information, data, knowledge about possible problems of this target audience, in order to identify the main demands on the local health service, the actions and services needed by the community.

The research aims to point out out the cultural similarities and differences existing between Brazil and Angola, through the immersion in a WhatsApp group, in order to favor the intercultural and collaborative learning between the subjects involved. The locus of the investigation was a public basic education school, located in the city of Teixeira de Freitas, Bahia, with a group of scouts in Luanda, Angola. The work begins addressing the relations between Brazil and Angola regarding the belonging to the same Colonial Empire. Allowing us to rethink about the fragments left by the Portuguese Colonialism along its permanence in both spaces. Then, a brief history will be compiled about the way in which mobile technologies, especially the cellphone, can help the construction of the teaching learning process, pointing out how these technologies can contribute to mobile, collaborative and intercultural learning, as well as their applications in the new educational paradigms. It will begin departing from the concept of digital culture, through the utilization of WhatsApp, for the (re)construction of the relations of respect for the ethnic-cultural differences/similarities existing between Brazil and Angola. Lastly, the process of creation, organization and utilization of the WhatsApp group will be described as a tool/strategy which fosters interaction, autonomy and authorship in the classroom, turning the subjects in active agents in the process of knowledge construction in the contemporary society. As a record of this experience, a link is made available, which will conduct the reader to a video documentary comprised of the participants’ testimonies, ratifying the feasibility of the research. The product presented intends to contribute so that other professionals who intend to develop similar works can use this material to strengthen their pedagogical practices grounded in the interculturality and in the digital technologies.

This work is configured by the challenge of restructuring the Political Pedagogical Projects (PPPs) of the schools in the Juá / Bandeira Territory, Bom Jesus da Lapa / BA, using the Municipal Curriculum Guidelines for Quilombola School Education (DCMEEQ) as a support device, approved in 2017, resulting from the collective desire for curricular changes within schools located in quilombola communities in the municipality. With a qualitative approach, participatory research was prioritized with the use of the following data collection instruments: conversation circles, individual and collective questionnaires, semi-structured interviews, study groups and formative meetings. Thus, we intended to highlight some aspects that make up the territoriality of communities and how school education is inserted in these contexts, as well as the main struggles and strategies to acquire this right. In this sense, we realize that schools are currently recognized by residents as one of the conquests of the territory. It was also evident that the two schools recognize the specificity of the place and point to the commitment to include in the curriculum the knowledge and knowledge of the communities, as proposed by the DCMEEQ. The research also demonstrated that with a careful listening to the needs of the communities and with political engagement from all parts that make up the education system, it is possible to put quilombola school education into practice. Thus, the study presented as a product the collective construction of new PPPs for each of the partner schools, which are attached to the end of this work.

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The present work intends to verify the daily non-conformities in the application of Law no. 10,639 / 03 in the educational perspective, as a curricular proposal of the Colégio Estadual Professor Fábio Araripe Goulart, located in the city of Ilhéus in the state of Bahia, in an interdisciplinary and intersectional approach between class, race and gender of the black person. The school is located in the Teotônio Vilela neighborhood, one of the most populous and expressively black communities in the island. The aforementioned law is a Public Policy of Affirmative Actions fundamental to the fight against racial inequality, the result of structuring racism, which permeates the socioeconomic fabric of Brazil. This social reality is present in the daily educational practices of Brazilian Basic Education. It will have as methodology the qualitative research-action, documentary research with the application of a questionnaire as a data collection tool. Finally, the final product will be the development of digital pedagogical material available with all the proposals for overcoming structural racism obtained by the intervention project. The research is based on an educational approach with an emancipatory, anti-racist, decolonizing and anti-sexist bias.

Es bien sabido que han pasado 132 años, pero parece que sólo hubo 10, a través de las luchas incansables de resistencia, por la valorización, el respeto, la igualdad, la equidad y el reconocimiento del pueblo negro en Brasil. El siglo XXI, año 2020, la tecnología y la ciencia avanzan, pero la mentalidad de una parte de la sociedad brasileña sigue arraigada y pegada al pasado. Una sociedad condenada a la retirada de un período racista e inhumano que asoló a los brasileños durante años. Pero valientemente ocupados por grupos de personas que libran diariamente la batalla por la restitución de los derechos que se les negaron y por el valor humano que les fueron arrebatado. El alcance de este trabajo es presentar el reconocimiento de la conciencia identita de los restos de Empata Viagem, a través de la memoria, desmitificando la idea de autodeclaración resultante de las "oportunidades" derivadas de las políticas públicas. En este contenido, abordaremos el contexto histórico del Municipio de Maraú, localizando el remanente de Empata Viagem, trazando toda su trayectoria histórica formada por las quilombolas, hasta la actualidad, que se esclarecerán a través de la memoria de estas que conforman la Asociación de Residentes. La base se basa en la hipótesis de que la Comunidad de la Empata Viagem de Maraú concibe en su memoria la noción de identidad de ser restos de quilombolas y que este auto-reconocimiento no se debe a los beneficios derivados de las políticas públicas. Formada, por lo tanto, una comunidad de pequeños agricultores que en 2005 fueron legalmente reconocidos como restos de quilombos y se destaca como la comunidad más empoderada, organizada, iluminada, intrépida y bien informado de sus derechos entre los 06 ubicados en el municipio. Los medios legales cubiertos, los derechos adquiridos y las transformaciones positivas implementadas en esta comunidad que es un reflejo legítimo de la fuerza, el valor y la inteligencia del negro se presentarán en este trabajo

The study analyzes the elaboration of identity belonging to motherhood from the narratives of a group of self-declared black women, living in the Liberdade II neighborhood in Teixeira de Freitas, Bahia. Based on the trajectories of this group of black women, I discuss, albeit preliminarily, how they develop perceptions about their experiences of motherhood. For the contextualization of the study, I present a historical overview of black maternities, from the context of slavery to our days, based on the perception of some scholars of the theme. In this study, I dialogue with the theoretical questions elaborated by Kabengele Munanga (2005 and 2015) and Stuart Hall (2006, 2008, 2016) on processes of identity identification and elaboration of belonging because the contributions that both scholars make on this analytical category are fruitful. For the scope of questions about black women, I resorted to the works prepared by Cecília Moreira Soares (1994), Maria Aparecida Prazeres Sanches (1998), Lucila Scavone (2001), Conceição Evaristo (2002), Alberto Heráclito Ferreira Filho ( 2003), Francisco Antonio Nunes Neto (2005), Anne Cova (2005), Ida Maria Freire (2014), Suely Carneiro (2002, 2003, 2016) and Fabiana Carneiro da Silva (2017) for understanding that these studies are constituted, for on the one hand, as basic references through which we can better understand other experiences of black Bahian maternity hospitals; and on the other, as pillars through which I could better understand the experiences of motherhood among black women in Teixeira de Freitas. To deal with the questions presented among the research interlocutors, I prioritized as a methodology, the qualitative approach because it is a social research. As a result of the research, in this study, I argue that, as in most brazilian cities, in Teixeira de Freitas, black women continue to encounter different difficulties in the exercise of motherhood, this one, crossed by the confrontation of machismo, of sexism and misogyny, legacies of the Brazilian patriarchy.

This paper discusses a proposal of epistemology for teaching and ethnic-racial relations with a focus on the experiences in contemporary Afro dance developed by the Encantarte Project in Bairro Maria Pinheiro, on the outskirts of the city of Itabuna - BA, envisioning the formalization of its method – EXPERIENCEACTION - as one of the possibilities for the practice of anti-racist education in educational environments in line with the methodology of action research (ELLIOTT 1994), where the student's knowledge and practice materializes in the classroom (FRCUICISCHET 1999). In this way, contemporary afro dance expresses in the body of social actors the path that indicates the possibilities of pedagogical practice and the flexibility / de-colonization of the curriculum (GOMES 2012), where the constant dialogue between school and community is the basis for establishing a education that contemplates racial ethnic diversity. The practice of this research took place at Colégio Modelo Luiz Eduardo Magalhães in Itabuna, where the source for the experiences was around the narratives about the Burundanga Creek, the construction of that school covering the stream, the poisoning by hospital waste and the transformation of the stream in sewage besides the stories of racism, discrimination, homophobia, fatophobia and prejudice experienced by students who joined the project. In this sense, more than a choreographic construction or the systematization of the method developed by Encantarte, this research highlights the relevance of formalization, especially for the transformation of these young people into subjects more aware and strengthened in their identities and participants in the construction of an anti-racist education, inclusive, and that values local knowledge (GOMES 2012).

:This research has as its central theme “O Chão que Gente Pisa”: An Audiovisual Production by Black Theater Company Mário Gusmão of Pau Brasil - Bahia. The desire to carry out the investigation culminated from the experience in a municipal school in Pau Brasil-BA, in the position of professor of the discipline Afro-Brazilian History and Culture in Elementary School II and also in the role of Director of the Black Theater Company Mário Gusmão from the same location. With the objective of preserving the memory and recognizing the symbols of the history and culture of the black population, it was intended with the research, to develop an audiovisual production about the Black Theater Company Mário Gusmão of Pau Brasil-BA to expand the anti-racist performances for affirmation and reconstruction of identity belongings of black and indigenous subjects. Thus, taking into account the following problematization to direct this production: How the Black Theater Company Mário Gusmão of Pau Brasil-BA contributes to the reconstruction and affirmation of identity belongings of black and indigenous subjects based on their performances anti-racists? In order to work on this object of study, action research and intervention research were chosen.With the development of the proposal, the following specific objectives were established: a) To discuss the social, cultural, historical and patrimonial contexts of the foundation and of the actions developed by the Black Theater Company Mário Gusmão of Pau-Brasil-BA; b) Show the Black Theater Company Mário Gusmão of Pau-Brasil-BA as a non-formal space for anti-racist education and identity statement describing its actions and the process of building audiovisual production; and, finally, c) Analyze the contributions of the Black Theater Company Mário Gusmão of Pau-Brasil-BA in the affirmation and reconstruction of identity belongings based on the narratives of black and indigenous members (actors), actresses, playwright, coordinator, advisor and director). The theatrical work of these young people brought experiences between the black and indigenous communities of the Southern Coastal Identity Territory of Bahia, pointing to the need to bring knowledge closer to formal and non-formal education, having as a landmark, the experience in conversation circles, research and coexistence with social groups and theatrical performances. The activities developed in these collectives have served as pedagogical support for the interlocutors to develop the role of multipliers and guardians of the cultural material heritage of the knowledge acquired in the experiences, even transmitting the desire and the will to occupy denied social spaces by the State and the Brazilian elite since colonization. Therefore, performing arts produced by black actresses and actors have carved out their spaces of activity during their trajectory at the Black Theater Company Mário Gusmão of Pau Brasil, and in a complementary way, the community's recognition of what is presented and represented, making the concept of Afro-Brazilian cultural heritage to identify them, and thus, the actions of non-formal education seek to deconstruct the symbolic and the negative imaginary that stigmatize the concepts and practices, as well as their legacies to Brazilian society; and, on the other hand, it seeks to foster the strengthening of identities, aiming to insert a new look on the black and the indigenous in Brazil and in the municipality of Pau Brasil in Bahia, rethinking the respect for the differences inherent to each one, this being one of the functions of education.

In Pé do Monte Village there are projects linked to reforestation, specifically, on the preservation of the Atlantic Forest and ethnotourism. Thus, this paper searches to reflect and to give visibility to the processes of construction of the Pé do Monte Village Pataxó ´knowledge and practices, based on ethno-tourism as a socioeducational practice, considering that the practices and knowledge built in the village's tourist activities constitute an epistemology that has as interfaces: ethnic-racial relations, inter culturalities and teaching-learning processes. The implementation and analysis of educational practices built with the Pataxó collective will be carried out through an action research, in order to promote interpretations of these teaching-learning processes with the natives, aiming at introducing other methodologies and theories in the implementation of ethno-tourism. An educational and cultural epistemology has been built in different specialties, and therefore, in this project, it is understood that ethno-tourism has been used as one of the appreciation ethnic-cultural actions, contributing for tourists and students to recognize, in the protagonism of the traditional peoples, unique forms of actions and knowledge construction. As a theoretical contribution, the Pataxó historically built knowledge will be used, as well asthe conceptions of diverse fields that reflect on ethnotourism, traditional peoples, identity and socio-educational practices. Finally, the construction and analysis of socio-educational practices converge for the publication of the Pataxó Ethno-tourism Inventory of the Pé do Monte Village (in digital media), so that they can socialize their knowledge and seek for partnerships and financing. It is hoped that, with publication of the inventory, a better dissemination of the manifestations, traditions, rituals, memories and knowledge of the Pé do Monte (Porto Seguro - BA) Pataxó culture happens, in accordance with the Federal Law 11.645 / 2008, which determines the cultural diversity of indigenous peoples respect, as well as the defense of their rights

Abstract: This research aims to analyze the impacts of photographic intervention focused on the artistic and cultural practices of the quilombola community in the context of non-formal education and ethnic racial relations. The research theme runs through ethnic racial issues that address Africa, Africans - Brazilians, racism, colonization, anti-racist education, etc .; non-formal education in the construction of the subject of subalternized sectors; popular culture as an object of reconstruction and strengthening of identities and cultures; and photography as an expression of visual language. In this perspective, the theoretical framework of the research seeks to dialogue with NASCIMENTO (1980), RIBEIRO (2019), MUNANGA (1996), KILOMBA (2019), HOOKS (2013), BARBOSA (1991) SHORE (1947), GOHN (2010), CATENNACCI (2001), among others. The intervention was carried out at Quilombo Porto de Trás, at the Associação Cultural Tribo do Porto, considering the place as an active space for non-formal education. The intervention was based on a photography workshop defined by approaches to teaching methods in a qualitative perspective with the intention of interpreting the data obtained throughout the process. The methodological processes adopted to analyze the impacts of the intervention include photographic practices, observations and interviews, dialogues with quilombola students and the art / educator / researcher. The data obtained indicate the contributions of photography present in the art, culture and identity of the people with an emphasis on valuing and fighting for the (re) existence of the quilombola community.

This dissertation seeks to contribute to the struggle of my people (Tupinambá de Olivença - Ilhéus / Bahia) for rights, such as: Ethnic Recognition, Territorial Demarcation and Paulofrerian construction of Indigenous-Decolonial, Autonomous and Quality School Education. For this reason, the three parts that make up the present work dialogue and complement each other at all times: Descriptive Memorial, Intervention Project and Educational Products. Initially I narrate some of the memories of my original ancestry, as a resident of the Tupinambá de Olivença Indigenous Land and a participant in the struggle of my people. In this personal and collective experience of Indianity, I understood that working with Indigenous School Education would be fundamental to obtain rights. I then became an Indigenous Educator from academic training as a Geographer (UESB) and from the dense perspectives that emerged as conceptual inspirations arising from the decoloniality of knowledge presented by the Graduate Program in Teaching and Ethnic-Racial Relations at the Federal University of Southern Bahia. In addition to the experiences with my community, this training guided the activities described here as an Educator: at the Taba Jairy School Center of the Colégio Estadual Indígena Tupinambá de Olivença; Sergio Carneiro Municipal School; in Pedagogical Training with EJA I of the Ilhéus Department of Education; and the Tupinambá Amotara Indigenous State College of Aldeia Itapuã. The Intervention Project and the Educational Products presented in this dissertation resulted from this individual and collective journey, especially with the Tupinambá Amotara College of Aldeia Itapuã. So, I try to describe here the paths and paths taken in this proposal for the construction of Paulofrerian Education for IndigenousDecolonial Education in the traditional Territory of a People who have the ancestral and natural right to the Original Land denied by the Brazilian state and some local owners, resulting in countless conflicts. For this, some concepts were built and reconstructed from the strategies of experiencing and staying on the land, such as: territorialization, deterritorialization and reterritorialization; Indianity; paulofreriana construction of an indigenously decolonial and intercultural school education, starting from the original knowledge; (re) existence, resistance, resumption and leap-demarcation in the struggle for

A formação do profissional Enfermeiro/a, com base nas Diretrizes Curriculares Nacionais para o Curso de Graduação em Enfermagem garante a compreensão do cuidado voltado às dimensões humanas e o respeito à diversidade, porém, ainda que existam leis que obriguem os temas em saúde da população indígena, negra e de gênero nos currículos, verifica-se a necessidade de implementar estratégias práticas que aproximem os acadêmicos do curso de
graduação em Enfermagem nas relações étnico-raciais e de gênero com a comunidade local. Dessa forma minha pesquisa tem como objetivo, proporcionar vivências institucionais e práticas acadêmicas nas aldeias indígenas da região aos acadêmicos do curso de graduação em Enfermagem, através da reorganização do Projeto Pedagógico do Curso. Trata-se de pesquisa- intervenção utilizando roda de conversa, preparo teórico e visitas técnicas observacionais e interativas em comunidades indígenas locais para a reestruturação do Projeto Pedagógico do Curso através do seu núcleo Docente Estruturante. Espero assim, contribuir para a formação de profissionais Enfermeiros da região do Extremo Sul da Bahia com uma visão transcultural e livre de racismo e discriminação de qualquer natureza, colaborando na melhoria da percepção saúde-doença dessas comunidades com atitudes saudáveis e potencial de estabelecer maior autonomia e controle social da saúde.

Reflecting about the condition of vulnerability of many bisexual women and black lesbian, socially invisible, I seek, in this work, from the analysis of the experiences of four students, to examine the paths of women who decided to break with the heteronormative patterns of a macho society, racist, bifobic and lesbophobic, and how they (re) build and (self) recognize themselves within their trajectories in the school space. The student trajectory of the women interviewed is linked to the context of two peripheral schools in the city of Eunápolis/Bahia, namely, Colégio Estadual Baden Powell and the Arnaldo Moura Guerrieri Municipal school. We start from the understanding that to speak of Black lesbian and bisexual women is to speak of a triple oppression: to be a woman in a sexist society, to be Black in a racist society and to be bisexual/lesbian in a biphobic/lesbophobic society. Recognizing the social barriers that we women face daily, we understand the need to not let issues like these die in the academic debate. Therefore, we discuss the curriculum theories, observing how gender and sexuality issues have been considered in school spaces and we analyze the legal documents focused on education emphasizing the presence of these issues. Starting from approaches based on the post-structuralist perspective of analysis, observing the studies of Cultural Studies and Feminist Studies, we problematize the invisibility on the themes of gender and sexuality within the Political Pedagogical Project of those schools and teaching practice. To support the discussion that we propose in this work, we use some theorists like Michel Foucault (1988) to think of sexuality as a device to control individuals' desires; Kimberlé Crenshaw (2002) to understand intersectionality; Kabengele Munanga (2003) to discuss the construction of the concept of racism; Judith Butler (2003) with the concept of performance, Guacira Lopes Louro (2014) with an approach of gender and sexuality in education, among others theorists. With this research we intend to contribute so that the approaches of gender and sexuality gain visibility and start to compose the school curricula, inserted in the Political Pedagogical Project and in the pedagogical practices of the teachers of the municipality of Eunápolis.

Esta pesquisa, que toma como base o Teatro Experimental do Negro (TEN) e a obra de Abdias Nascimento, se propõe a rememorar, sistematizar e contar as experiências teatrais do Extremo Sul da Bahia de aplicação da abordagem teatral fundada pelo TEN e, particularmente apresentar a experiência de intervenção político-étnico-racial-pedagógica por meio da performance teatral Padê de Exú Libertador. O trabalho de Abdias Nascimento realizado por meio do TEN, desafiou o racismo e o mito da democracia racial brasileiros e logrou conceber uma estética negra no teatro que influenciou a construção da identidade negra nacional e da cultura brasileira como um todo. O TEN, formado por um elenco de atrizes e atores negros, encenou diversas peças teatrais que se caracterizam como um pioneirismo histórico no campo do audiovisual negro. Por meio de uma abordagem inovadora, o TEN denunciou as diversas formas de racismo vivenciados pelas pessoas negras ao mesmo tempo em que oportunizou o debate e a afirmação de uma identidade negra brasileira. Essa metodologia para além de contribuir para a formulação e desenvolvimento das peças teatrais funcionou como uma chave emancipatória nas vidas de muitos jovens atores e atrizes que participaram de companhias teatrais com trabalhos fundados na abordagem do TEN. Nesta pesquisa, a hipótese com a qual trabalhamos é que a proposição de um teatro que se propõe a refletir positivamente os valores da cultura negro-brasileira e a valorização dessas identidades negras podem influenciar de forma positiva nos processos emancipatórios de jovens negras e negros da periferia da cidade de Eunápolis e cidades do extremo sul da Bahia. Metodologicamente a pesquisa se alicerça no método de Escrevivência da escritora Conceição Evaristo, a partir da qual mobiliza memórias e práxis vividas pela pesquisadora e por outros sujeitos que participaram da investigação. Da mesma forma, esse trabalho pode ser considerado como uma viagem autoetnográfica, nos moldes de Pedro Motta e Nelson Barros. O trabalho de campo foi realizado por meio de entrevistas captadas audiovisualmente, oficinas teatrais e encenação que resultaram num documentário. No presente trabalho, inicialmente apresento a obra de Abdias do Nascimento e o trabalho desenvolvido pelo TEN. Em seguida escrevivencio a experiência de fazer teatro negro no Extremos Sul da Bahia por meio de histórias pessoais e coletivas de encenação de peças, projetos e performances teatrais. Por meio de minha atuação como atriz e palhaça compartilho a minha experiência de realização de oficinas com base na metodologia Fazer Fazendo com jovens negros e negras da periferia de Eunápolis; depois, a partir de um registro audiovisual documental, apresento a experiência da companhia Umbandaum; por fim apresento a experiência de realização de oficinas e discussão sobre a temática racial com base na abordagem do TEN para o desenvolvimento da performance teatral Padê de Exu Libertador. Como resultado, a pesquisa logrou identificar a contribuição da abordagem do TEN para questionar o racismo e para fortalecer a autoestima racial dos jovens envolvidos, assim como contribuiu para dar visibilidade ao teatro negro no Extremo Sul da Bahia. O trabalho deixa como legado para a comunidade local o documentário intitulado “Caminhos: uma jornada pelo teatro negro de Abdias Nascimento”.

The objective of this research is to formulate, through theoretical-critical narratives,
Afrofeminine pedagogical methodologies, based on educational experiences carried out, from
2015 to 2018, at the Municipal Center for Early Childhood Dr. Djalma Ramos, in Lauro de
Freitas / BA. Operating on the horizon of a black feminist epistemology, this research aimed
to systematize a series of teaching narratives, supported by theoretical and methodological
notions, such as: self-writing, self / biography of formation and writing, articulating two
fields of knowledge in an interdisciplinary way: Pedagogy and Literary Do-Thinking by
Conceição Evaristo. It constitutes a proposal to formulate an afrofeminine and anti-racist
pedagogical methodology for young children. Thus, in the first part, a descriptive and
subjective formation report is presented, inspired by the ethnographic method, based on the
narratives experienced by the researcher, as a teacher at a Municipal Center for Early
Childhood Education located in the municipality of Lauro de Freitas / BA . In the second
part, it was sought, properly, the formulation of the method of teaching clerks, through
description and analysis of Afro-feminine educational proposals, taking into account two
pedagogical projects that were built on the school floor. Finally, we formulated the design of
a methodological notebook with the proposal of anti-racist pedagogical practices for teachers
of Early Childhood Education. Such conception was materialized, in view of the leather
pointed out by the educational experiences pointed out by the collective of teachers at CMEI
Dr. Djalma Ramos. The theoretical-methodological management of the present research was
substantiated, mainly, with (MACEDO, 2013; JOSSO, 2007; NASCIMENTO, 1976; 1977;
CARNEIRO, 2005; 2019, OLIVEIRA, 2019, HOOKS, 2015, 2019, RIBEIRO, 2017;
EVARISTO , 2007; CAVALLEIRO, 2001; 2008; ABRAMOWICZ, LEVCOVITZ,
RODRIGUES, 2009; ROSEMBERG, 2014 and BENTO, 2012)

Esto trabajo hizo la cartografia de la autoría feminina negra en la región Sur de
Bahia, en el eje Ilhéus-Itabuna, como una forma de apreciar la estética literária y demarcar
la representatividad de mujeres negras en la insurrección de la Literatura Afro-Feminina en
desobediencia a la imposición selectiva, parcial y excluyente del canon literario, cuya marca
heterosexual/cisgénero/blanco/cristiano silencia y estigmatiza las producciones literárias de
grupos minoritarios. El camiño metodológico se realizó a través de la cartografía como
método que reveló, a partir de dispositivos alternativos accedidos por una audiencia cada
vez más amplia, las poéticas transgresoras de autorías femininas potentes, impregnadas por
ascendencia y memoria africanas, que rompen silenciamientos para estabelecer sus
subjetividades. La pesquisa cartográfica resultó en la producción de una serie de cuatro
libros de estas mujeres que dan fe de narrativas justificadas desde sus vivencias y
representan um acto de resistencia y ruptura a las seculares imposiciones racistas y sexistas.
De esa manera, lse fortalecieron y profundizaronas bases conceptuales a través de los
conceptos, reflexiones, discursos, debates em las dimensiones politico-estéticas a la luz de
teóricos/as de la contemporaneidade, como Conceição Evaristo (2010; 2011; 2017; 2018);
Djamila Ribeiro (2017); Edmilson Pereira (2010); Grada Kilomba (2010); Molef Kete
Asante (2014); Cuti (2010); Zilá Bernd (2010), entre otros/as que ayutaron y corroboraron
con la investigación sobre el canon Literario, Literatura Afro-Brasileira y la política de
invisibilización de mujeres negras en el campo literario.

Presentation of the process of research and artistic creation in art education of the Mutirão for Research and Artistic Creation Beira Mar, in the Cumuruxatiba community, especially with the Pataxó indigenous peoples, linked to the Graduate Program in Teaching and Ethnic-Racial Relations at the University Federal District of Southern Bahia. The work addresses issues related to art education and AfroBrazilian and indigenous histories and cultures. It is essentially based on the experiences with the villages Kaí, Tibá, Pequi and Dois Irmãos, and on the teachings of their elders, elders and other leaders: Caciques José Fragoso and Xauã, Cacica Arian, Pajés Jovita and Alda Gomes, the leaders Dona Adelice, Xohã and Jandaia; the indigenous teachers Marineides and Kayanalu and the indigenous teachers Igino and 3/3 Ilauro. In the methodological path, I dialogued with the fundamental principles of art education, by João Francisco Duarte Junior, and Sociopoética, by Jacques Gauthier. Understanding theater as a powerful tool for knowledge and for social transformation, I also spoke with the collection of exercises and theatrical games presented by Augusto Boal in his techniques of the Theater of the Oppressed. As a product of this research I present a dramaturgy and a descriptive memorial of the research and artistic creation process. The dramaturgy manages to portray and echo some ancestral Pataxó stories and others from the daily life of Cumuruxatiba, so that these stories can be recounted in several other moments and places, by several other people; the memorial, in turn, presents the method of research and artistic creation in order to inspire other records of other historical versions from the perspective of social groups that also had their cultural identities subordinated in the process of Brazilian colonization.

This work is the result of a research developed with teachers and teachers of Early Childhood Education from the Municipal Network of Ilhéus. It is divided into three moments: the first, a memorial of the researcher with her personal and professional experiences, the second the pedagogical intervention project and finally the educational product. It was developed based on the problem: How to build guiding didactic possibilities for the pedagogical practice of teachers and teachers of Early Childhood Education in the municipal network of Ilhéus-BA, which enable the legal guarantees of the education of ethnic-racial relations? With the general purpose of knowing the didactic possibilities of teachers and teachers of Early Childhood Education in Ilhéus in the context of ethnic-racial relations. Finally, considering the role of the Professional Master's Degree, this study presented as a final product: didactic guidelines that will assist in the work of teacher teachers in the teaching of ethnic-racial relations in Early Childhood Education in the Ilhéus Municipal Education Network.

The practices in the preparatory course for higher education aim to show the process of thinking, elaboration and materialization of educational practices through a mechanism that allows better preparatory conditions for LGBTI students and other social minorities to access higher education. The work developed had a strong participation of collaborating educators, as well as the institutionalization of the action research project by the Federal University of Southern Bahia (UFSB), as one of the affirmative actions focused on gender issues in the academic field. The Pre-Enem Trans + course at the UFSB, totally free, provided the construction of a teaching-learning process that welcomed both the LGBTQI + community - inserting mainly trans people, as well as allied people in the struggle for a teaching that happens to give the same preparatory conditions for people privileged by private basic education, boosting occupations of these students in higher education. The life history of the coordinator, as an educator and trans woman, is also a significant part of this process, since the exclusions in formal and non-formal spaces, as well as the various violence she has suffered, and resistance of historically abandoned and massacred bodies by an educational system that is still marked by cisnormative coloniality and its relations with racism, patriarchy, and economic elitism.

The purpose of this essay is to answer the following research problem: how do the experiences of black bodies and sexual dissident people (bichas pretas) promote displacements and moviments on the frontiers erected by curricular discourses on ways of living sexualities and races in school? From the influence of Post-Critical Studies in Education and Postcolonial Studies, with emphasis on the Philosophy of Difference of Gilles Deleuze and Félix Guattari, Homi Bhabha’s The Location of Culture and Achille Mbembe’s Critique of Black Reason, the author investigates, through cartography, the emergence of the difference in their becoming in the curriculum. The research has as locus a State School located in Porto Seguro, Bahia, Brazil, in which the author examined the escape routes written by bichas pretas in the school territory, using interviews, field diary, informal talks and workshops. The argument developed is that the experiments of bichas pretas constitute, in the curricular field, attempts to escape the identities arranged in the curricular mesh as places for recognition. In this way, they promote assemblages that break with the representations of themselves from the emergencies of imaginative forms of see and enunciate about themselves, proliferating flexible lines that also produce the curriculum.

The Terreiro Pedagogy in the fight for rights is a research that seeks to give visibility transgressive education of social political nature sedimentando its cencepts in the Bantu / indiginous episteme in the Terreiro / Caxuté school. The final product isa vídeo documentary born of interviews with the actresses and actors of the educational processof Terreiro Caxuté. They are simple people who do not need sophisticated languages to tell what they fell, what they know, what they think and what they want: rights. The Terreiro Caxuté is located tell win the district of Cajaíba, rural area of the municipality of Valença, Territory of Identity of the Southern Bahia Lowlands, stage of the fight against hegemony and the black resistance, in the history of struggles for the rights of the peoples and traditional communities. It is in the non-formal school Caxuté that the confrontations with the oppressors gain strength in the black ancestry of antiracist education and find ways to apply Laws 10.639/03 and 11.645/08.

Having as its central theme the historical-cultural remembrance and the decolonization of knowledge, this research aims at the production of a paradidático book, composed of biographical profiles constructed from the transliteration of oral history, memories, historical and cultural aspects reported by the elders of the quilombola community of Volta Miúda, Caravelas/BA. Considering that Education focused on the historical and cultural recovery of the ethnic groups that originated the Brazilian nation is a libertarian instrument, capable of fomenting a stance of resistance to the dominant discourses, the objective is instrumentalizing the decolonial education of Afro-Brazilian history and culture within the framework of the Municipal Education Network of the municipality of Caravelas/BA. The research will be done, procedurally, in the scope of qualitative research and social research, with the production of oral history through the semi-structured interview technique.

This work presents the memorial of the research that made possible the creation of the educational product EDUCAETHOS: an educational app for the re-education of ethnic-racial sociability, whose use makes it possible to self-identification, recognition, ethnic-racial appreciation in promoting ethnic and race relations and the teaching of African, Afro-Brazilian, indigenous and gypsy history and culture in the school community of the Integrated Complex of Education of Itamaraju-BA, locus of this study. In the methodology of the research and selection of the contents of the app we base ourselves on the theoretical-methodological contributions of Thiollent (2011), practiced in each of the strategic meetings of the discussion group, composed of teachers, students, employees and managers of the field where the research was developed and gained materiality. EducaEthos has eight phases: i) “Identity Quis”; ii) “Did you know?”; iii) “Truth X Lie”; iv) “Take Note”; v) “Who Am I?”; (vi) “self-assessment”; (vii) “Empowerment”; viii) “Certification” and from the contents discussed in each of them, it is believed that a practical implementation can occur in the implementation of Laws nº 10.639/03 and nº 11.645/08, which comply with the guidelines of the Law of Guidelines and Bases nº 9.394/96, through the recognition of ethnic specialties and particularities, as well as inequalities and discrimination against minorities, based on studies by Kabengele Munanga (2016), Nilma Lino Gomes (2010), Collet et al. (2014), among others. The integrated development environment chosen to create applications for mobile devices was Google’s, App Inventor, platform with Android operating system that uses block-based coding because of its ease of handling by lay developers for this type of tool. Which collaborates to introduce the debate on ethnic-racial relations in these technologies and its use in a more forceful way in order to combat and deconstruct racism and prejudice, especially, in the school environment.

The UMBANDAUM Afro-indigenous Cultural Anthropology has been operation for over thirty years in Caravelas and other cities and towns in the Far South region of Bahia, resisting the struggle for the appreciation of ethnic-cultural identities. The didactic product of the research, is a documentary, created in the period 2017-2018, in which we record several narratives of former and current participants of the group about Umbandaum’s socio-educational practices and and how they lend themselves to identity-building processes (CUNHA, 1983). ,1994). From the narratives of deponents, we elaborated a record about the history and memory of group (POLLAK, 1992), highlighting the cultural manifestations through the use of body expression in the process of and identity resistance. The results of this study indicate that the group investigated, by recording the and strength that brings over 31 years of existence, it seems to have a creative potential that has an impact  on the educational role and allows to reflect on cultural, social aspects politics in the region.

The present work deals with the need to have in Quilombola schools and in schools that receive students from Quilombola communities a curriculum that respects the historical, cultural and political specificities of the remaining Quilombola communities, in light of Law 10.639 / 03 and the Curriculum Guidelines. Nationals for Quilombola School Education in Basic Education. Thus, we chose as pair in this reading, the Quilombola Community of Empata Viagem, located in the Municipality of Maraú, in the south of Bahia and the school located in this community, the Tomé Monteiro Municipal School, founded in 2017 under the decree of No. 982 / 2017 of August 30, 2017. Our study begins as we realize that even being located in a remnant quilombola community the school, mentioned above, did not have a curriculum that dialogued with its reality, nor was it guided by National Curriculum Guidelines for Quilombola School Education in Basic Education, requiring an intervention that seeks, among other things, to dialogue with the school community about the importance and urgent need to have a curriculum that represents the community and that value the knowledge of the building ancestors of our Afro-Brazilian culture. Therefore, we base our discussion on curriculum in the decolonial perspective, in which we understand that the knowledge constituted by the Eurocentric hegemony must be questioned, giving way to black knowledge, epistemologically negated and long inferior. Therefore, we also see the need to discuss the concepts of identity, tapering it to black (e) quilombola identity. Finally, we seek through workshops and short courses a (re) construction of the curriculum of Tomé Monteiro Municipal School.

The present work is the result of a qualitative research that had as a general landscape the Quilombo Tomé Nunes, the municipality of Malhada, Bahia, and focused its attention on the curricular practices developed in the Escola Municipal Senhor do Bonfim, located In this community. Using research techniques such as interviews, focus groups, observations of everyday school, informal conversations, sought to identify elements that could contribute to the collective construction of a Quilombola pedagogy in the Municipal school Senhor do Bonfim. It understands the school curriculum as an articulator of scientific and cultural knowledge materialized by professors guided by the daily Quilombolas, aiming to construct a formative practice committed to the Community of Tomé Nunes in the perspective of social justice. The theoretical contributions that guided this research were inspired by the studies carried out by ARRUTI (2008), CANDAU (2007, 2008), HALL (2011), SOUZA (2015), PURIFICATION (2015), MACEDO (2013), among others. Based on the contributions of these authors, the analyzed reality can be better understood. The study showed that although teachers have an engagement with community knowledges, as well as the commitment to contribute significantly to students ' education, the absence of spaces/time of critical reflection on their actions and Teaching knowledge, as well as the absence of didactic-pedagogical materials, added to the lack of interest of public agencies to the reality concretely experienced by the community of the Municipal school Senhor do Bonfim, end up making difficult practices Curriculum aimed at the valorization and insertion of traditional knowledge and local culture to the teaching processes of learning. By identifying the engagement of teachers who work in the school with the culture of the quilombo where they live and work, this research, supported by the express desire of the school community, especially of the teachers, brings as a product a paradidatic resource in Format of a booklet where some of the most significant cultural manifestations present in the Quilombo Tomé Nunes is mapped. The trajectory of these knowledges was strongly accompanied by the memory of the elders who, despite the changes of the new times, remain alive and laden with social, cultural, political meanings that resist the current impositions and modisms Educational activities manufactured by neoliberalism and its tonic in the immediate consumption, in the learning conniving to strengthen the market relations that are favorable to the deepening of the capita in this new phase. 

Master's thesis of the Postgraduate Program in Ethnic-Racial Relations Teaching of the Universidade Federal do Sul da Bahia (Federal University of Southern Bahia) (PPGER / UFSB), the research aims to analyze and describe the process of visibility of the gypsy community of Itabuna / BA from the implantation of the Law No. 2,422 / 2018, which established the Municipal Day of the Gypsy Ethnicity. An analytical study of a descriptive character, carried out from a field research with an ethnographic characteristic, having as a specific methodology of research the asystematic and participant observations, informal interviews and bibliographical and documentary researches and direct product creation of the said municipal law. The study aims to demonstrate how the myths and stigmas put the gypsy people "out of history", to present some achievements and recognitions experienced by the gypsy community of Itabuna and to stimulate the proposition of new actions in favor of the gypsy ethnicity. Initially speaking about the gipsy identity, the work goes through the gypsy Brazil and culminates in the narrative of the actions carried out in the city of Itabuna. Lastly, the text presents the final considerations of the research and succinctly the reflection about the relevance of the institutionalization of public policies of visibility and legitimation citizenship of the gipsy people, especially those that deal with the actions of services of health and education. 

This study is the result of research developed about the feasibility of using didactic sequences for the teaching of Ethnic-Racial Relations. Thus, the sequences are presented here as methodological possibilities for the teaching of the history and culture of the quilombola community Helvécia taking as reference the determinations of Law 10.639 / 03 that obliges the insertion of Afro-Brazilian and African history and culture in school curriculum of basic education. The didactic sequences were elaborated from the participation and contributions of a study group composed mainly of quilombola teachers from the community who work at João Martins Peixoto School. The adopted references that help the research in this field of knowledge production as well as in the scope of the central questions of this study are, among others, Nilma Lino Gomes (2006, 2010, 2012), Luís Fernandes de Oliveira (2005), Vera Maria Ferrão Candau (2014) and Miguel Arroyo (2011).

This work aims to analyze textbooks of History for High School from the collection: “História: Da caverna ao terceiro milênio”  (History: from the caves to the third millennium) , by Patricia Ramos Braick and Miriam Becho Mota, adopted from 2015 to 2018 by the annex of the Colégio Machado de Assis, town of Santo Antônio district of Teixeira de Freitas-Bahia. Assuming that it is extremely important that the population has the access to the stories which represent the indigenous peoples who are responsible for the formation of the Brazilian population, studies on these didactic materials are necessary in order to understand how these populations are represented in them , as well as their uses in the reality of everyday school life.

The objective of this work is to capture the perceptions of the school community about the presence, struggles and resistance of indigenous peoples in Brazil, especially of people who are still present in this region, such as the Maxacali and its influence in the Northeast of Minas Gerais and their arrival in the south of Bahia, as well as the resistances of the Pataxó (Southern Bahia) and Pataxó Hã Hã Hãe (Southern Extremity of Bahia), which will help us to understand the historical process of invasion and historical occupation of territories in southern Bahia by the colonizers and the present condition of indigenous people in this region. Finally, it intends to follow up the process of creating a didactic material that contemplates the indigenous populations of the South of Bahia approaching the students of the regional reality of which they are part.

This memorial presents the objectives and actions of the research and intervention project “African Music Enters School: A Pedagogical Proposal for Music Education”, developed in the Graduate Program in Teaching and Ethnic-Racial Relations (PPGER). / UFSB), Professional Master. Through music classes given to students of the 3rd year of elementary school, with repertoire of African music from various countries, the project aimed to create possibilities for access and democratization of the teaching and learning of African music, contributing to the musical formation of children in dialogue with ethnic and racial issues. The text discusses the challenges and relevance of the insertion of African music in elementary school as a factor promoting alterity and strengthening identities and reflects on the possible reasons for the invisibility and ignorance of these repertoires in our music education. It also presents the final product of the research in the format of a musical activity booklet, a paradidatic material to support teachers' pedagogical practice on African music and musicality in elementary school, thus contributing to the formation of an epistemic-methodological corpus. help in the foundation of anti-racist educational processes from the musical point of view.

This study aims to reflecton the teaching of ethnic-racial relations in early childhood education, knowing the factors that limit of renable the process of implementation of laws 10.639 / 03 and 11.645 / 08. Understanding Early Childhood Education as a first stage of Basic Education, when it canbe in corporated in to identities, values from the perspective of respecting diversity and strengthening racial ethnic identity. Thus the works e eksto under stand aspects of the teaching of ethnic-racial relations contemplate edby the Pedagogical Political Projects and in the daily pedagogical practices of the researched schools, according to the selaws and their guidelines, from the perspective of authors such as Freire (2004); Gomes (2005, 2011, 2012); Cavaleiro (2006); Silva (2008); Bento (2011), Munanga (2005). As a research field, we selected two municipal schools, one being the Municipal Center for
Early Childhood Education, which belongs to the public school system in Teixeira de FreitasBA and the other, a Early Childhood Education School, which is part of the city's municipal
school system. from São Paulo-SP. Considering the complexity of the objectives set for the proposed study, we opted for the qualitative research of ethno graphic inspiration, in the comparative perspective. Using instruments such as direct observation, document analysis projects, teaching sequences, routines, teaching plans) and interviews with semi-structured questionnaires. Conclusions point out pedagogical alternatives for teaching ethnic-racial relations in the two schools surveyed, as well as the importance of socializing school practices through cultural exchanges as a way to socialize the experiences of each school and thus contribute to reach an emancipatory education that promotes racial equality.

Final master's work of the Graduate Program in Teaching and Ethnicorracial Relations of the Federal University of Southern Bahia (PPGER / UFSB), the action research addresses the absence of Education for ethnic-racial relations in the Itabuna municipal school curriculum front the alterations in the Law of Guidelines and Bases of the National Education (LDB) with the Laws 10,639 \ 2003 and 11,645 \ 2008 that bases the CME Resolution No. 87/2014, which establishes the Municipal Guidelines for the Education of the Ethnicorracial Relations in the municipality. The work presents a descriptive memorial with my experiences as a black woman, teacher and activist of the Black Movement; The following analyzes the reflections of colonialism on the current educational system. Points out ways for an Anti-Racist Education from the national black references in line with the local references, from a guide to the teacher's work in the early grades of elementary school, emphasizing the discussion between Gender, Race and Education reaffirming the quilombista pedagogy. It theoretically supports this research, Gonzalez (1982,1984), Evaristo (2017), Costa e Grosfoguel (2016), Freire ( 1970), Oliveira e Candal  (2010), Hooks (2013) , Fanon (1983), Gomes (2017), Munanga (2005, 2015), Oliveira (2005), Bento e Carone (2002), Nascimento (1980), Ratts (2006  ), Silva (2011) e, Kilomba ( 2010).

The construction of black identity occurs procedurally, being influenced by the representations that surround the individual. In this sense, the absence of black female representativeness in the didactic materials, the naturalization of the white aesthetic standard and the reproduction of situations of racism in the classroom, without the proper intervention of the teachers, are factors that directly interfere in the affirmation process of the teacher. racial identity of black students. The present work approaches the influence of the school in the process of affirmation of the black identity of the students from a discussion that intertwines the issues of race and gender in education, through a proposal of continuous formation offered to the teachers of the Municipal Network of Itabuna-BA. The work initially presents a Memorial that chronicles my personal, educational, professional and academic background. It also discusses the themes addressed in the formation meetings, namely: Black Identity and Gender, Importance of Representativeness, Black Aesthetics and Anti-Racist Pedagogical Practices. It also brings contributions to the teaching practice with strategies and orientations designed by the educators themselves participating in the training, with the objective of contributing to the affirmation of the black identity of the students in the school space

This work is the memorial of the research that produced as a didactic product the documentary “Sewing life with iron wire”, presented to the Graduate Program in Teaching and Ethnic-Racial Relations. The elaboration of this didactic product went through bibliographic and filmic studies, as well as the processes of theoretical and methodological subjectivation that focused on its construction, especially the narratives of life and contemporary national documentaries of black cinema, associated with affirmative action issues. For example, topics such as the stories of struggles for education for the black population in Brazil, particularly black women, associated with the theoretical precepts that underpinned research on the process of implementing affirmative action policies in Brazilian public universities. This introductory foray will serve to map the conceptual and instrumental tools that focused on the argument made in the movie, as well as the choice of this kind of cinematic language. This is an autobiographical documentary that walks between the performative and participatory subgenres, intersecting the life story of the director and the narrative interviews of black women quota students who entered the State University of Bahia - Department of Education / Campus X (UNEB / DEDC Campus X) in Teixeira de Freitas-Bahia - between 2004 and 2016. In addition to the fragments of images and sounds that bring out the feelings of these women regarding their academic trajectories, the record of their narratives reveal their challenges and his achievements within the university environment, bringing us the “voice” (argument) of this documentary: under what conditions these black-female bodies remained within the Department of Education - Campus X. The name of this documentary is inspired by Conceição Evaristo's novel, in the tale “We agree not to die”, from the book Olhos D´Água, and also in the description of the experiences narrated by the deponents. In addition to being poetic, this title metaphorically synthesizes the lives of these women, who daily sew their lives with iron wire. Thus, the didactic product invites us to reflect and problematize the experiences of these black-female-women scholars, presenting the challenges and achievements experienced within this institutional structure in the extreme south of Bahia.