“Afrofuturism in Education: Creativity and Innovation to discuss ethno-racial
diversity” is the research theme that addresses the applicability of Afrofuturism in
Education in Professor Education classes at the Federal Institute of Education,
Science and Technology of Pará (IFPA) Campus Belém. The overall objective
was to create innovative and creative Afrofuturist environments, methodologies
and instruments to discuss ethno-racial diversity at IFPA. It uses the method of
Cartography through the clues: process monitoring, attention, narrative policy
and intervention research according to Passos, Kastrup and Escóssia (2015).
The research narrative flows through four stories and at each passage there is
an orixá who guides the character Ananse Afrofuturista in his search for creativity
and innovation. In the first and second stories, Ananse was taken by Oxumarê to
Cinema Namibe in Angola with the following concern: How can an Afro-Futuristic
Virtual Reality environment make innovation visible in the creative making of
Ethnic-racial Diversity? In the third story, Oxum, the lady of Abébé, guided
Ananse to the IFPA campus Belém in search of answers to the following concern:
how does CartoDiversidade promote empowerment in a creative and innovative
way in dealing with ethno-racial issues through the production of teaching
materials? CartoDiversidade is an active methodology based on Cartemática,
coined by Vaz (2018) and aims to promote interdisciplinarity between Art and
Ethnicorracial Diversity through the Afrofuturist Movement. It consists of three
Letters: Letter Inspiring Principles, Letter Exercising the Look and Letter
Inspiration, using the principles of Maker culture and STEAM methodology. In the
third story Ananse was guided by Oxaguiã, the lord of innovation and creativity,
to the inventories produced as a product of the Inspirational Letter. Ananse found
that the NEAB Virtual is a resource that makes the innovation of the creative
making of Ethnic Diversity visible, with the fundamental characteristics of
Afrofuturism impregnated in the products exposed in the context of each specific
knowledge: ancestry, technology, autonomy and a possible future. The
CartoDiversidade caused interdisciplinary connections between Afrofuturism and
ethno-racial diversity permeated by creativity and innovation visible in the
cartocurar and cartofazer in the three cards. CartoDiversidade is configured in a
powerful active methodology in dealing with ethnic-racial diversity, bringing to the
fore, in this specific case, the possibility of empowering male and female students
through Art with the Afrofuturist movement, making them protagonists of their
learning and inserting their voices and narratives with authorial educational
products. CartoDiversidade, inspired by Cartemática, can be adapted to any
curricular component and its Guide is the main product of the research. It was
possible to see the innovation in the making and the creative process of the
students from the clues produced in the Afrofuturistic inventories that served as
an instrument where the change of posture is perceived in the face of the ethno racial diversity that sprouted from the inside of each one, often hurt in the
academic path. The results show with this experience that environments,
methodologies and innovative Afro-Futuristic products enhance creative learning
about ethno-racial diversity.
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