Afroturismo na formação de professores/as de matemática: um futuro possível

Abstract

Afrofuturism in the Training of Mathematics Teachers: a possible Future is the theme of this research which starts from the following research question: What are the potentialities of Afrofuturism in the training of Mathematics teachers based on the prospecting of possible futures? The thesis argues that Afrofuturism has the potential to outline possible shared futures in the training of Mathematics teachers through pedagogical practices that prioritize ancestry, empowerment and respect for diversity. The general objective was to investigate the potential of Afrofuturism in the training of Mathematics teachers by prospecting possible futures. The specific objectives are: a) revisit the concept of Afrofuturism in national and international literature; b) identify concepts and didactic principles of Afrofuturism in the training of Mathematics teachers; c) Propose the pedagogical application of Afrofuturism in the training of Mathematics teachers. We use the Sankofa methodology consisting of three stages: a) sankohwe which consists of starting by looking at what has already been done; b) sankotsei, which is learning from experiences already carried out; c) sankofa which is the awareness and projection of actions to plan possible futures. The results revealed that: The main condition for building a possible future in the training of Mathematics teachers is the rescue of the past, in charge of ancestry. When the term Afrofuturism was created, there were already Afrofuturist practices being carried out in the four corners of the planet. And, it would be no different with Education and, in particular, with Teacher Training in which we brought as examples of approaches: Exúlica Pedagogy (Reis Neto, 2019), Pretagogy (Silva; Petit, 2013), Pedagogy of Encruzilhadas (Rodrigues Junior, 2018) and AfroBrazilian Civilizing Values in Education (Trindade, 2005), connecting the unprecedented-viable term coined by Paulo Freire linked to the collective construction of dreaming and building a possible future together, as “it is never too late to go back and pick up what was left behind”, based on D'Ambrosio's ethics of diversity (1997). We move towards an Afrofuturist Pedagogy that presupposes, in addition to the specific knowledge of the area of activity and the pedagogical knowledge that will support teaching practice, the need for Afrofuturist knowledge for the training of teachers: ancestry, respect for differences, empowerment and futures possible, based on an ethics of diversity.