Why our Africans?

The proposed work on african Brazilian and African culture comes from the realization that we are all somehow genetically or debtors want Africans of ancient culture that gave us these historiography and that the "official" denied for a long time, this is the time of redemption . students are encouraged to browse, do readings from the works of African artists and African Brazilians, the result is work rich in detail and creative.
Professor Daniel Silva Gomes IFBA-Campus Camaçari, Bahia

Power of Consciousness

Augustus is a black slim in stature, who left palm Indians in Alagoas, to enjoy the summer of Santa Catarina, and earn some money, as do many Northeast, selling curd cheese, nuts, etc..
Augustus was exactly that Sunday in Jurerê International, on the beach, going with his bag of nuts, when suddenly a kid coming up with "white" and brings him down with all the ups and Augusto love apologize with all its servility, but the father of angry kid starts accusing Augusto calling him "dirty nigger" and urging other "white" to attack it.
Augusto scared starts running on the beach and a small crowd begins to run after him shouting "get that black," Augustus and the more he ran over the number of people behind him grew.
Suddenly realizing that Augustus was his steps grew in size and he walked away from the increasingly growing crowd.
The greater the number of people behind him ... Augusto felt he was growing ... one meter and fifty, Augusto has a sixty ... ... ... seventy eighty ninety ... two twenty two meters ... thirty .. forty.
When Augustus realized he was the tallest man in the beach and stronger, he stopped looked back, the crowd, stopped terror, and each was turning around at first slowly, then every one to realize the power that emanated from Augustus were increasing the steps and started running back each one more desperate, white, "white" moreno, from Argentina, Paraguay, blacks without conscience, everyone ran back to their empty lives with shame.
Augusto was gradually becoming aware of his power ...

____________________________________________________
Daniel Silva Gomes
Arts teacher Cefet Ba-Unit
Teaching Eunápolis
Artist graduated from the School of Fine Arts UFBa

Black de-consciousness, white ignorance?

When speaking of racism, racial prejudice and racial equality in Brazil, the intellectual elites, political and bourgeois soon come to the discourse of racial democracy in Brazil and that there is no racial prejudice, we live in a multiracial society without conflict. Really? When the title of this paper I use a word "new" dis-consciousness, I'm actually doing a provocative reflection on the role of black and white society. For example, what role the teacher must exercise in consciousness and subconsciousness of black students and white? How can I, I, for my acting teacher white student to undress the role of colonial agent in relation to black students? As my students can feel decolonised black against the white student? No easy task for teachers. The white teacher in this case need to educate your eye and awareness to realize that there are conflicts in a classroom of black students and white. Need to see between the lines and the intra-room speech, gestures, statements and denials that black students are submitted within the educational process. Must have sensitivity, availability and moral authority to correct postures and mediate conflicts without submitting white and black students to embarrassment, further exacerbating the gap opened by a racist attitude. Ask yourself: self, teacher, like myself? Did I somehow want to contribute with my silence, or ostensibly for students of black people are subjected to humiliation in the classroom? How can I be affected by it? When you determine the formation of work teams, there is a tendency to observe the formation of ethnic groups in the room? I let my students are critical or hostile in his comments on the work of disadvantaged groups? The role of the school and the teacher is well defined by Botelho: The daily school presents itself thus marked by discriminatory practices that affect the negative perception of the possibilities of black intellectuals and provides, over the years, the education of individuals - white and black - with strong ideas and behaviors hierarchically racialized (Cavalleiro, 1998; Botelho, 2000).
Based on this concept it is the black teacher to ask yourself: When I look in the mirror I see a black? If I am, I am aware that if I came here was to break barriers, overcome limitations and that blacks can I help my students to do the same? Although he has not been so many difficulties, will identify with the difficulties of my students? Does not have the same difficulties or de-consciousness does not allow me to see obstacles and prejudices that have been submitted to get here? Black teachers are the mirror in the classroom where students see the white owner of a black citizen to know that maybe in their design and their parents should belong to a white and must be imposed in fact, no minimizing his accomplishments with subservient posture. For black students the teacher should be a black model to be followed. Students usually have one teacher in the model, this black teacher should try to extrapolate this model, not only watching and correcting biased attitudes, but also creating affirmative attitudes to black students, without of course harass or demean the white student, giving a democratic way opportunities for student expression to black, usually without a voice in the classroom, creating mechanisms of integration, so to speak Decolonizing the head of the black student. According to Vera Neusa Lopes: The teaching must turn therefore to continued work of valuing people, peoples and nations in a constant struggle to preconceived ideas and situations of racism and discrimination we face in day-to- days. This is not intended to nor could exhaust all possibilities to talk about what happens inside the school about everything in the classroom, but it opens an important number for the discussions of the Workshop: The daily life of the black child in the classroom.
Prof. Daniel Silva Gomes IFBA / Camaçari / Bahia / Brazil

KEY WORDS: development of consciousness, subconsciousness, intra-room, sensitivity, availability, moral authority, mirror, prejudiced attitudes,

____________________________________________________
Daniel Silva Gomes
Arts teacher Cefet Ba-Unit
Teaching Eunápolis
Artist graduated from the School of Fine Arts UFBa