The Absence of Colour and the Colour of Absence: Decolonising Brazilian Education

Source: https://www.revide.com.br/noticias/cultura/fotografa-realiza-exposicao-sobre-poder-da-mulher-negra/

By: Camila Consolmagno

Disclaimer: The views and opinions expressed in this article are those of the authors and do not necessarily reflect the official policy or position of the KCL Latin American Society or El Cortao.

 in Brazil, inequality is taken for granted. While equal under the eyes of international law, Brazilian children experience abysmally unequal childhoods. It is imperative to understandthat meaningful social and economic change aiming to reduce inequality and promote justice will not occur if matters of race discrimination and its legacies are not brought to light –thoroughly deconstructed, and equitably remodelled. However, with 53 million poor, and 22 million indigent Brazilians respectively –overrepresented by Afro-Brazilians in all age groups– this would require deep structural and systemic surgery within Brazilian society.

According to the calculations by the United Nations Development Program, no Brazilian state has a higher Human Development Index for Afro-Brazilians than for white populations; and racial inequalities are consistent in every Brazilian state, notwithstanding its stage of development.While there is consensus that Brazil is deeply unjust, and race discrimination has been recognised by the federal government as a human rights issue, there is yet not sufficient understanding and agreement on how to combat its inequality.

Both in the school curriculum and in the classroom, Black people and Afro-Brazilians appear in delimited ways – though often not at all, mirroring a historical subordination. Curricular silences on race and Afro-Brazilian history and identity are institutionalised not only in societal discourse, but also within education sectors, with educators and administrators receiving no university-level education training on race relations, race-based inequality, or Afro-Brazilian history. Rarely will history teachers come across Black people and Afro-Brazilians as active and complex actors within the Brazilian or global narrative.

A Shift Called ‘Decolonisation’

 It must be noted, however, that advances made by the Black social movement have commenced to shift social and political narratives. Afro-Brazilian activists and education researchers, such as the Orùnmilá Cultural Centre’s (‘OCC’) leaders and members, have begun to address the primary and secondary education system, inter alia, by targeting their advocacy and research to the lack of positive representation of Africa, Black people, and Afro-Brazilians in educational textbooks, everyday racism within school spaces, and the shallow treatment of the historical role of Afro-Brazilians. Secondly, they advocate for the incorporation of Afro-Brazilian cultural practices into school curricula to proclaim the diverse origins of knowledge. Finally, activists and cultural organisations like the OCC have established community schools that focus on either or both intercultural and Afro-centric education. These approaches not only mainstream Black history and contextualise it to contemporary times, but they pave the way for schools to challenge racism, ignorance, and stereotypes through the provision of diverse and inclusive teaching that encourages open-mindedness and constructive curiosity. Additionally, this addresses how partial and negative Afro-Brazilian representation correlates to the devaluation or ‘folklorisation’ of Afro-Brazilian culture and knowledge, both outside and inside the classroom, aiming to redress the effect of dismissal of Afro-Brazilians as creators of knowledge and theory, and of their culture as valuable pedagogically. Carving a space in education for Black history allows it to situate itself within one of the main centres where knowledge, opinions, and thought are produced: the school. 

Many are not aware that Brazil has the largest population of African descendants outside of Nigeria. Currently, however, the Brazilian school system reproduces hegemonic perspectives that mould the delimited narrative of Afro-Brazilian history in its society, perpetuating a historical system of power constructed through Eurocentric aesthetic, epistemological and cultural dominance. As Pai Paulo and Silas contend, “the most revolutionary aspect of this process resides in the valorisation of Black Culture as a philosophical and political theoretical field”. One cannot, therefore,envisage the emancipation of a people in the absence of the recognition and valorisation of their culture.

In 2003, then-President Lula signed Law 10,639/03 which gave statutory basis to the inclusion of African and Afro-Brazilian culture and history into the national curriculum. These aims concretised, inter alia, in what was named Projeto Baobá; one of the first – and at the time, possibly only – systemic realisations by a municipal government aiming to implement Law 10,639/03. Projeto Baobá reflected the opinion that decolonising education did not solely mean the inclusion of Black history within the curriculum, but actively thinking with Afro-descendants as producers of knowledge, theory, and philosophy. The project adopted a more sophisticated view of Afro-Brazilian and African histories by challenging narrow associations of Blackness, Black history, and Black identity with slavery, low status, and manual labour. It not only revealed the intricate ways in which Afro-Brazilian history is still tied to the slave ship, but also how race-based discrimination sculpted and continues to influence contemporary inequalities. Consisting of lectures, workshops, teacher training, and the purchase and distribution of revised educational materials to municipal schools, Projeto Baobá shifted teachers’ and students’ perspectives on Afro-Brazilian history, Africa, and Blackness. It emphasised the notable enthusiasm among Afro-descendant pupils who now ‘saw themselves’ and their history in textbooks, storybooks, and classroom activities. Importantly, educators and school administrators, that previously denied racism and discrimination as issues which required attention,came to passionately adopt the project’s cause and recognise the aforementioned as serious issues. Only one round of the Projeto Baobá, however, was implemented.

Struggling to See Colour – A Country in Black or White

Projeto Baobá faced immense implementation difficulties, largely as a consequence of a lack of interest, explicit opposition of many school principals and teachers, and capacity issues. Despite this, the OCC fights for its continuation. The project nonetheless incentivised many school teachers, principals, and students to reassess the knowledge and culture of Brazil’s African ancestors and recognise Afro-Brazilians as important subjects for inclusion in curricula. This, in turn, generated and continues to generate new possibilities to ensure a more holistic educational experience for students, particularly those of African descent. Additionally, the project initiated an exploration of Afro-Brazilian forms of knowledge and pedagogy which remain underdeveloped as educational tools and excluded from institutional legitimacy, despite often present in many Brazilians’ everyday lives (i.e. capoeira).

Over the past few years, a variation of projects has emerged to implement race relations and inequality training for teachers and municipal employees in agreement with Law 10,639/03. However, a myriad of elements indicates their inconsistency and insufficiency, as well as the pre-existing implementation difficulties. Firstly, multiple organisations have created projects; these projects vary in target audience, length, funding, and the degree to which they implement Afro-Brazilian cultural practices. Secondly, the shortfall of standards for project materials, implementation, and pedagogical approaches makes examination difficult, hindering improvement alongside requests for continuity. This is particularly relevant when public officials pragmatically enforce shallow projects claiming to tackle race issues and satisfy Black community demands. A third, final, and core concern raised by Orùnmilá members is the extent to which projects’ academic trainers are skilled practitioners of Afro-Brazilian culture. To wholly value these practitioners as generators of theory and knowledge, they must be involved in project implementations. However, despite these efforts and the rising attention paid to race in public policies, government efforts to address race as an issue continues to waver – a case particularly veracious under the current Bolsonarian government.

In 2009, the centre-right Democratic Party administration almost completely erased ‘race’ from the educational agenda and had all but severed dialogue with the OCC concerning educational and cultural policy. Consequently, making the institutional future of the Projeto Baobá uncertain. Notwithstanding this, Orùnmilá members anticipate further implementation and improvement, refusing to stall their philosophy as a result of public officials’ decisions. With lack of access to education affecting many Brazilians, particularly Afro-Brazilians, the OCC and Projeto Baobá continue to ask fundamental questions: “What kind of education are we aiming to have access to? What are its goals and what kind of society will it shape? How can we go beyond visions of societal inclusion as socioeconomic ascension to question the social formation into which people struggle for inclusion?”. Orùnmilá members and others striving towards educational reform in Brazil suggest thinking with Afro-descendants so as to substantively remodel a core societal institution – the school – and highlight the hierarchies that delimit visions of sociality, knowledge, and development. In this way, the question of fundamentally diversifying curricula as a means of decolonising knowledge is key in the process of bringing culture as an issue for development.

In conclusion, it is fundamental to think with Afro-Brazilian cultural struggles to aggrandise the critical knowledge about how capitalism’s exclusionary and racialised epistemological foundations allow certain visions of sociality to translate into possibility, and others to be unfathomable. Generating and executing alternative visions of development necessitate thinking with these other shapes of knowledge so as to confront, rethink, and remodel the limits that political, economic, and cultural development policies and processes place on societies and individuals. As such, critical scholarship can more substantively contribute to the endeavours of those like the OCC’s, who are involved in the daily struggle to not only live but survive. Therefore, in the aim of decolonising education it is insufficient to solely guarantee the inclusion of Black history into curricula; one must think with Afro-descendants as valuable and active contributors to culture, current affairs, knowledge, and theory. Finally, these efforts to decolonise education should combine into one major national project so as to target wider audiences and ensure better administration, execution, legitimacy, and results.

Camila Consolmagno is a final-year Bachelor of Laws student at SOAS, University of London. She is the first Brazilian President of the SOAS Latin American Society and an aspiring human rights lawyer.