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2022 ◽  
Vol 11 (21) ◽  
pp. 05-32
Author(s):  
Letícia dos Santos Ferreira ◽  
Mariana Vieira de Brito

O presente artigo parte da sistematização das práticas pedagógicas interdisciplinares (Geografia e História) realizadas ao longo do ano de 2019 no Centro Federal de Educação Tecnológica Celso Suckow da Fonseca (CEFET), Unidade Maria da Graça (Rio de Janeiro), para dialogar e debater as questões raciais e o ensino decolonial. Nesse intuito, foram realizadas três saídas de campo: primeiramente para o Museu Nacional de Bela Artes, em seguida ao sítio inscrito pela UNESCO como Patrimônio Mundial, conhecido como Pequena África e por fim a região da Praça XV de Novembro. A atividade trouxe novos olhares a respeito da paisagem da cidade do Rio de Janeiro e levou os discentes a refletirem sobre mudanças e permanências no uso do espaço urbano. Essas mediações ganharam corpo através de uma série de publicações realizadas pelos alunos nas redes sociais.  Palavras-chave Praça VX, Interdisciplinaridade, Educação étnico-racial, Paisagem carioca.   DECOLONIAL EDUCATION: the landscape and the black History in the narratives of downtown Rio de Janeiro Abstract This article starts from the systematization of interdisciplinary pedagogical practices (Geography and History) carried out throughout 2019 at the Federal Center for Technological Education Celso Suckow da Fonseca (CEFET), Maria da Graça Unit, to dialogue and debate on racial issues and the decolonial teaching. With this in mind, three field trips were made: first to the National Museum of Fine Arts, then to the UNESCO World Heritage site known as Little Africa and finally to the Praça XV de Novembro region. The activity brought new perspectives on the landscape of the city of Rio de Janeiro and led students to reflect on changes and permanencies in the use of urban space. These mediations were embodied through a series of publications made by students on social networks. Keywords Praça VX, Interdisciplinarity, Racial ethnic education, Rio landscap.


2022 ◽  
pp. 63-72
Author(s):  
Porchanee A. White

African American students face discrimination and inequalities in classroom settings on a daily basis. We often think of discrimination and inequality as something being done or said to someone in an inappropriate manner. However, classroom learning material and products should be considered as well. Curriculum, textbooks, and supplemental materials usually do not include information about black history, authors, or poetry. When they are included, they are often used as supplemental material that is not studied, examined, or discussed. In addition, the books they read in class or for pleasure do not necessarily have role models that resemble African American students.


2021 ◽  
Vol 121 ◽  
pp. 109-111
Author(s):  
Ernie Brill

Two poems by Ernie Brill.


2021 ◽  
Author(s):  
Pamela Elaine Oliver ◽  
Chaeyoon Lim ◽  
Morgan Matthews ◽  
Alex Hanna

We use a novel dataset to provide the first panoramic view of US Black movement protest events as reported in US newswires between 1994 and 2010 and put our quantitative data into dialog with qualitative accounts of the period. Struggles during these years presaged the Black Lives protest waves of 2014-2016 and 2020. We find that protests were building in frequency in the 1990s after the 1992 Los Angeles uprising and the widely discussed 1995 Million Man March into 2001, but dropped abruptly after the 9/11 attacks, with mobilization building again at the end of the 2000s. Protests in response to police violence and other criminal legal issues were major arenas of struggle and news coverage. Also common were issues of national identity including celebrations of Black history and Black solidarity, protests against Confederate symbols, and protests about White hate groups and hate crimes. While Black people protested about a wide variety of issues, mainstream national media attention focused disproportionately on incidents of police violence and perceived threats of Black violence. We find substantial continuity in issues, organizations, and activism between this period and the Black Lives Movement of 2014-2020. Content warning: parts of this article describe incidents of police violence.


Author(s):  
Elyes Hanafi

The black counterpublic, as a space where black people could exercise their discursive contestation and participatory deliberation, has too often served to produce a counter-discourse aiming at defying white hegemonic mode of rule and racialized categorization of members of society. In the same vein, Afrofuturism, as a burgeoning cultural movement in the United States, employs the Afrodiasporic experience as a backdrop against which to contest the white-narrated version of black history and to project a better future for people of African descent. Merging the underlying philosophies of the black counterpublic and Afrofuturism, this paper seeks to advance the notion of the Afrofuturist counterpublic as a more embedded concept that tends to address the past and future of the black experience in a more explicit and overt form. Drawing mainly on Inwood’s representation of the redevelopment project along Auburn Avenue in Atlanta, GA, as a contemporary form of the counterpublic, this article adds to his insights by suggesting that Auburn Avenue as a rehabilitated space is deeply informed by the undergirding tenets of the counterpublic and Afrofuturist theories so as to exalt it to a symbol of an Afrofuturist counterpublic.


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