MOVIMENTO NEGRO EDUCADOR EPISTEMOLOGICAL CHALLENGES AND ONGOING TRANSFORMATIONS

Abstract

This collaborative interview features three Latin American researchers involved with the Movimento Negro Educador, exploring its influence in various fields such as psychology, language, the arts, and mathematics education in Uruguay, Brazil, and Colombia. The participants delve into their reflections on the Movimento Negro Educador as a transformative force in the educational and social fields, highlighting its role in promoting collective Afro-descendant subjectivities that value their cultural, racial, and epistemic identities. This perspective illustrates the multifaceted impact of the movement—political, educational, linguistic, cultural, and psychological—and its potential to reshape social imaginaries throughout Latin America. The dialogue reveals shared commitments to the need for the decolonization of bodies, minds, and epistemes and to the creation of inclusive pedagogical practices that work to deconstruct the privileges of whiteness and promote a more egalitarian democracy. Thus, together, the researchers reinforce the potential of the Movimento Negro Educador to act as a space for resistance, empowerment, and re-education that promotes the deconstruction of hierarchies, the valorization of non-Eurocentric knowledge, and the construction of a more pluralistic and just society.