Método Colhetear: a heteroidentificação como princípio educativo

Abstract

This dissertation deals with an interventional proposal in a multi-referential dimension, with a qualitative approach of the action-research type. It is dedicated to the territory of hetero identification beyond control in the implementation of public policy, seeking to understand the educational potential of the self-declaration verification procedure and its contributions to the strengthening of Education for Ethnic-racial relations, at the Federal Institute of Espírito Santo. To continue with reflections on racial relations in Brazil, the research dialogues with concepts of race, racism, identity and phenotype and lists the use that the human sciences make of these concepts to help us understand current sociocultural movements. It proposes as a general objective the construction of a hetero-identification proposal that acts in an educational way and presents a proper and appropriate method to reach the proposed objective: the Colhetear Method – Collaborations of Hetero-identification for Anti-Racist Education. Creating other meanings, the method integrates the sense of harvest (result of a cultivation) with the meaning of loom (intertwining threads together or transformation through intentional work), being understood as an adequate method to cultivate and harvest actions (individual, collective and institutional) that transform the structure of racial relations through the textures of education, which can unfold as an instrument - form - or as a generating action - motive; sometimes knowledge - content - sometimes production/sharing - intervention proposal. The new method concretizes through a unique methodology materialized in what is called the “Colhetear Installation”, a data collection instrument capable of diagnosing the level of phenotypic reading and the understanding of the hetero identification of members of hetero-identification commissions. The Colhetear Method is structured in five dimensions and, inspired by the structures of action research, deals with diagnosing the research territory, planning, building, evaluating and proposing the implementation of a collaborative intervention proposal. Dialogued and participatory work is provided by an innovative and challenging method, which recognizes ERER as a curricular proposal initially paved at IFES and hetero-identification as an educational tool that brings great impacts to the feeling, thinking, doing and experience of each day, being able to strengthen ERER.