Espaços Educativos Afro-Brasileiros e Indígenas (EEABIS): narrativas autobiográficas das(os) coordenadoras(es) de EEABIS sobre gestão e ERER no município de Porto Alegre

Abstract

This dissertation analyzes the implementation of Afro-Brazilian and Indigenous Educational Spaces (EEABIs) within the Municipal Education Network of Porto Alegre (RME/POA), in light of the relationship between school management and education for ethnic-racial relations (ERER). As a data production technique, I employed autobiographical narratives, as proposed by Souza (2006), from EEABI coordinators, aiming to understand how their trajectories, practices, and challenges intersect with the principles of democratic management and with efforts to confront racial inequalities in the school context. The adopted methodology is grounded in qualitative research and in the intervention research paradigm, valuing listening, memory, and participation as central elements in educational transformation. Data produced throughout the research process were analyzed through content analysis, following Moraes (1999). The theoretical foundation supporting the research process was built upon a chronology that articulates past, present, and future, having as its basis the current practices of school management and the conceptual problematization of management and ERER, as well as the management of ERER, drawing primarily on the works of Evaristo (2008; 2016), Gomes (2002; 2012; 2017), and Gonzalez (2020). The research reveals that the performance of school leadership teams is essential for institutionalizing ERER, ensuring it does not remain limited to isolated or individual initiatives. Building management practices committed to racial equity requires political intentionality, continuous professional development, and the collective engagement of the entire school community. As a technical-pedagogical product, this study proposes a Self-Assessment and Monitoring Protocol for Quality in ERER, designed to provide indicators and guide schools in self-diagnosis and the improvement of their practices.