THE SCHOOL AS A SPACE FOR LISTENING TO AND WELCOMING BLACK NARRATIVES

Abstract

This paper aims to reflect on the importance of the school as a space for listening to and welcoming Black narratives, promoting the recognition and appreciation of ethnic-racial identities within the educational environment. The study was carried out at the José Eduardo Canuto Estolano Municipal School – Perequeté, located in the district of Itahum, Dourados-MS, during the first semester of the 2025 academic year, in Geography classes with students from the 2nd to the 5th grades of elementary school. The methodology adopted was qualitative, based on participant observation and discussion circles that allowed students to express their experiences, traditions, and beliefs. Throughout the project, it was observed that Black and Indigenous students, initially silenced, became more actively engaged, showing greater self-esteem, belonging, and participation in school activities. The results indicate that creating spaces for dialogue and listening significantly contributes to strengthening cultural identity and building anti-racist education. It is concluded that pedagogical practices grounded in listening and welcoming are essential to promoting equity, respect, and the appreciation of diversity in Brazilian public schools.