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This article analyzes the ethnic-racial debate proposed by the subject «Topics I: Race, Ethnicity and (Counter)Mestizaje in Peru's Bicentennial », in the Bachelor of Anthropology of the Faculty of Social Sciences of a public university in the capital of Peru, Lima, carried out in 2021. The theoretical-methodological debate is anchored in the theory of ethnicracial relations on the production of knowledge around race, racism, anti-racism, miscegenation and other recurring themes. The work focuses on a reflection on issues of race, racism and anti-racism in a course taught by the author as a guest professor in collaboration with another professor at the institution. With the participation, the author can reflect with students on how to produce knowledge about race, racism, and anti-racism from a perspective of critical autoethnography oriented toward antiracist education. The work carried out indicates that the course provided the possibility of immersion in multiple debates, concept proposals, theoretical analyzes and historical experiences to address issues related, in particular, with race, racism and anti-racism in higher education in Peru in favor of anti-racist education. [ABSTRACT FROM AUTHOR]

This study, developed at the master's level, investigated theoretical-methodological possibilities for exploring the Awelé game, part of the Mancala family --a group of Asian-African games based on sowing and harvesting--, in the context of pedagogical practices focused on teaching anti-racist mathematics. Its central objective was to explore the Awelé game with a view to developing a Didactic Sequence. This is a participatory research conducted with a group of 21 students who were taking the subject "Knowledge and Methodologies of Teaching Mathematics 2", during the first semester of 2021, in the Pedagogy Course at the Federal University of Alagoas, Campus Arapiraca. The extract from these analyses allowed the presentation of a teaching proposal that can be applied both to students of teacher training courses and in classes in the early years of Elementary School, and that focuses on the reflection on the need to subvert the order of board games and digital games that point out winners and losers. The sharing of knowledge that takes place due to the withdrawal of this game from the abyss of oblivion into which racism and colonialism threw it, makes it possible to think about struggles in favor of another society. [ABSTRACT FROM AUTHOR]

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The article criticizes the Colombian and Latin American education system for its complicity in perpetuating racism and historical epistemicide. The importance of inclusive and anti-racist education is highlighted, which prepares students to live in a globalized and complex world. The lack of representation of black teachers in the Faculty of Theology at the Santo Tomás University in Bogotá is mentioned, which perpetuates stereotypes and negative prejudices towards Afro-descendants. The lack of inclusion of Afro knowledge in the curriculum is criticized, and the decolonization of science and knowledge is proposed. Additionally, the importance of valuing the contributions of women and promoting intercultural dialogue is emphasized. [Extracted from the article]

The goal of this article is to analyze the relationship between teacher training needs in the field of interculturality and violence against migrant children with a view to an anti-racist education. Results of a study carried out in two regions of the country are presented: Metropolitan and Valparaíso. Through a qualitative methodology, semi-structured interviews were applied to teachers and professionals who serve the migrant school population. It is concluded that there are discourses that recognize the problems of racism and discrimination suffered by this population, as well as other accounts that deny or minimize it, hierarchizing the nationalities of origin of the migrant student body. There is also an urgent need for teacher training that emerges from a global public policy that promotes an updated curriculum where cultural diversity is a value, while the category of childhood is recognized as a priority axis of inequality and the recognized reception as a transversal practice. In the current scenario, various coexistence conflicts arise that need to be managed from paradigms that are friendly to migrant children and methodologies that recognize their rights and guarantee true inclusion in our country. [ABSTRACT FROM AUTHOR]

In academic research with the environmental theme we commonly notice the absences of the articulation of environmental education with the education of ethical-racial relations. Therefore, this text highlights possibilities of curricular creations with other ecologies in educational networks from pedagogical practices carried out with the wanderers of a research group also involving teaching and university extension. The objective of this article is to present the research practiced by research teachers, who make up this group and work in the networks of public schools of basic education. Our theoretical-methodological support is inspired by Paulo Freire's pedagogy with the notions of loving dialogue and hope, as well as studies with daily life and narrative research, with Nilda Alves and Marcos Reigota. In addition, our epistemological contribution is crossed by the ideas of Carolina Maria de Jesus, Conceição Evaristo, Ailton Krenak and Malcom Ferdinand. In this scenario, the results of the research of the cited group are curricular creations and modes of resistance woven with the subjects of history in the multiple spacetimes in the educational networks, supported by the education of ethnicracial relations, an anti-racist environmental education and other unsubmissive everyday ecologies. Thus, the educational products elaborated by the researches were also methodological procedures, among them, the use of drone in field class, postcards, pedagogical letters, podcast, animation cinema workshops, cineconversations, images, narratives, films. Finally, from this we defend other curricular creations that enable and bet on ideas and dreams in favor of a more solidary, egalitarian, just, antiracist and anti-colonial society in the exercise of hope to postpone the end of the world. [ABSTRACT FROM AUTHOR]

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Copyright of Olhar de Professor is the property of Olhar de Professor and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)