EDUCATIONAL PRODUCT AS A PEDAGOGICAL RESOURCE TO VALUE AFRICAN AND AFRO-BRAZILIAN CULTURE

Abstract

This text is an expanded excerpt from a professional master's dissertation in education that analyzed the subjective meanings that students of Youth and Adult Education, belonging to African- based religions, have about the school. The purpose of this article is to reflect on the production of a teaching material called Mala Tematica Mojubá as a basic requirement in strictu-sensu training. Such proposal goes in the direction of identification and the possibility of appropriation of this cultural artifact

to be used to value African and Afro-Brazilian cultures. The methodological proposal used to make the educational product was the pedagogical action research presented by Franco (2016) to reconfigure collective and collaborative pedagogical actions that involve the production of knowledge in and with educators and not only for them, including with the intention to achieve a humanistic formation in the freirean perspective. The elaboration of a cultural artifact as a pedagogical resource that can contribute to the implementation of law 10.639/ 03 in brazilian schools indicates a complex and challenging action. One of the challenges is to awaken in educators the possibility of creation, pedagogical appropriation and the use of the Mojubá Theme Bag. The results obtained demonstrated that the manufactured product contributes to the religious decolonization in the schools where it was destined. The cultural artifact elaborated is the result of innovative actions in the educational field, as well as expanding the context of teaching teaching in basic education and providing recognition of the diversity of subjects and knowledge in school.