Black Consciousness and Identity: Advancing Anti-Racist Education at Manoel de Barros Municipal School, Baraúna – RN (2024–2026)
anti-racist education; school; racism; Black consciousness; ethnic-racial relations; history teaching
This study investigates the implementation of the Black Consciousness Project at Manoel de Barros Municipal School (EMMB), located in Baraúna/RN, as an instrument for promoting anti-racist education. The research stems from the author’s personal and academic experiences andseeks to understand how multidimensional racism manifests within the school environment, particularly through symbolic practices and exclusionary content present in textbooks. The methodology adopted is action research with an ethnographic approach and case study, combining qualitative and quantitative analysis. Data were collected through questionnaires, interviews, observations, and pedagogical activities. Preliminary results indicate that students who engaged in anti-racist initiatives demonstrated greater critical awareness, recognition of Afro-Brazilian culture, and the development of a positive identity. The proposal of the Anti- Racist Library, collectively built, stands out as a strategy to value historically marginalized knowledge. The study highlights the importance of pedagogical practices aimed at decolonizing the teaching of history, breaking away from Eurocentric narratives, and fostering respect for diversity. It concludes that the Black Consciousness Project has been effective in building a liberating education grounded in dialogue and the appreciation of identities, contributing significantly to addressing racism within the school setting.