Courses and training
Discover some of our courses and training
- Oppression and Privileges
Lab Homem Negro
Realization: Started in May and ended in September
Objectives: The LAB HOMEM NEGRO 2022 was a free course offered by the HONEPO program, with the purpose of socio-political training for black men from all over Brazil, offered in partnership with the School of Parliament and our program Be Democracy..
The course was offered online and took classes in the first module with the themes: black man in political economy, the place of the black man in instercsionality, impacts of environmental racism in the life of the black man, culture as an instrument of revolution and the black man, in defense of the black man in the world of law, black men in religion, the educational powers of the black man and so on.
The second module of the course was built from conversation circles in the students' territories. We call these conversation circles "HONEPO REVIEW", in which students had to use the data from the infographic of the Situation of the Black Man in Brazil, produced by HONEPO to promote a dialogue between those present.
Data:
Inscriptions: 127
Participation: 83
Graduated: 10
Scope: Free, Online (national)
Data from the participants: 36.2% were between 18 and 28 years old, 84.3% were black men, 52% lived in the community, favela or suburb.
Teachers: Professors (as): André Gomes, Fábio Borges, Katiuscia Ribeiro, Aza Njeri, Thiago Amparo, Joel Luiz Costa, Osmar Paulino, Alexsandro do Nascimento, Cleber Ribeiro, Rogério José and Leonardo Peçanha.
The course was offered online and took classes in the first module with the themes: black man in political economy, the place of the black man in instercsionality, impacts of environmental racism in the life of the black man, culture as an instrument of revolution and the black man, in defense of the black man in the world of law, black men in religion, the educational powers of the black man and so on.
The second module of the course was built from conversation circles in the students' territories. We call these conversation circles "HONEPO REVIEW", in which students had to use the data from the infographic of the Situation of the Black Man in Brazil, produced by HONEPO to promote a dialogue between those present.
Data:
Inscriptions: 127
Participation: 83
Graduated: 10
Scope: Free, Online (national)
Data from the participants: 36.2% were between 18 and 28 years old, 84.3% were black men, 52% lived in the community, favela or suburb.
Teachers: Professors (as): André Gomes, Fábio Borges, Katiuscia Ribeiro, Aza Njeri, Thiago Amparo, Joel Luiz Costa, Osmar Paulino, Alexsandro do Nascimento, Cleber Ribeiro, Rogério José and Leonardo Peçanha.
Free course
Objective:
In this course, taught by the writer Vilma Piedade, the content is aimed at debating the concepts of Decolonity, Intersectionality and Dorority, which came to transform/ add, new reflections to the discussions that have, brilliantly, grounded Feminism, that today, for the plurality of experiences, actions, we call here Feminisms.
Dorority Concept came to dialogue with Sorority. However, if the pain caused by Machismo unites all Women (in: Dorority) "We Black Women have an extra pain, the one caused by Racism". Therefore, our Course will discuss Racism, Decoloniality, Racism, Whiteness, Oppression, Privileges, Intersectionality and Feminisms.
Thinking Feminism Racism from new epistemologies in the present day becomes fundamental to the understanding of Feminisms and, particularly, Racism, Whiteness and Black Feminism.
Data:
Inscriptions: 188
Graduated: 33
Duration: 4 weeks, 16 hours.
Scope: Online (national)
Details of the registrants:
Teaching staff: Vilma Piedade
Bio of the teacher:
Vilma Piedade has a degree in Letters from the Federal University of Rio de Janeiro (UFRJ) and a postgraduate degree in Literature Science (UFRJ). She is a Professor, Writer, author of the Dorority Concept Book, published in November 2017 by Editora Nós. Dorority was translated into Spanish, having been launched in 2020 in Argentina by Editorial Mandacaru. Antiracist Black Woman, was a member of the Reporting Committee of the Review of the Durban Conference, received the Black Writings Literary Recognition Award 2022. In 2021, she published the book Sobre Feminismos, co-authored with Andréa Pachat, by Editora Agir/Nova Fronteira, in the Conversa Afiada Collection.
In this course, taught by the writer Vilma Piedade, the content is aimed at debating the concepts of Decolonity, Intersectionality and Dorority, which came to transform/ add, new reflections to the discussions that have, brilliantly, grounded Feminism, that today, for the plurality of experiences, actions, we call here Feminisms.
Dorority Concept came to dialogue with Sorority. However, if the pain caused by Machismo unites all Women (in: Dorority) "We Black Women have an extra pain, the one caused by Racism". Therefore, our Course will discuss Racism, Decoloniality, Racism, Whiteness, Oppression, Privileges, Intersectionality and Feminisms.
Thinking Feminism Racism from new epistemologies in the present day becomes fundamental to the understanding of Feminisms and, particularly, Racism, Whiteness and Black Feminism.
Data:
Inscriptions: 188
Graduated: 33
Duration: 4 weeks, 16 hours.
Scope: Online (national)
Details of the registrants:
Teaching staff: Vilma Piedade
Bio of the teacher:
Vilma Piedade has a degree in Letters from the Federal University of Rio de Janeiro (UFRJ) and a postgraduate degree in Literature Science (UFRJ). She is a Professor, Writer, author of the Dorority Concept Book, published in November 2017 by Editora Nós. Dorority was translated into Spanish, having been launched in 2020 in Argentina by Editorial Mandacaru. Antiracist Black Woman, was a member of the Reporting Committee of the Review of the Durban Conference, received the Black Writings Literary Recognition Award 2022. In 2021, she published the book Sobre Feminismos, co-authored with Andréa Pachat, by Editora Agir/Nova Fronteira, in the Conversa Afiada Collection.
Training course
Realization: Days 19/11, 26/11, 03/12, 17/12, 14/01.
Objectives: The Maria and João Aleixo Institute, in partnership with the Moreira Salles Institute, proposed a project for networking and training in the field of art and culture, consisting of workshops on the themes of artistic curation - in visual arts, literature, cinema and music - and "art as work", with interviews with invited teachers and students, and a mapping of peripheral artistic scenes. The training had as protagonists, young residents of favelas and peripheries, preferably black.
The training took place in five days, one day for each theme. Each day had two mentors who had 4 hours each to mentor the participants. The objective was that the first mentoring was a theoretical explanation about the challenges of curatorship in their respective artistic expressions, since the demands for more racial, gender and peripheral representation are necessary. The second mentoring of the day aimed at a theoretical explanation of the mentor’s curatorial process, or the various other curatorial methodologies in their areas.
In the mentorships of "Art as Work" the themes Project Development, Fundraising and Social Media, were made on the same day and had respectively 2 hours each to be developed. The goal was for the mentors to make an explanation about the main points about the themes and the possibilities of optimizing them.
Data:
Inscriptions: 179
Graduated: 25
Duration: 5 days, 26 hours
Scope: Presence in the city of Rio de Janeiro
Details of the registrants:
Teachers:
Day 19/11/22:
Naju
Milena Manfredini
Cineclube Buraco do Getúlio
11/26/22
Jefferson Medeiros - plastic artist
Janaina Damaceno - teacher, researcher and curator
Day 03/12/22
Jesse Andarilho
Daniel Martins
Day 17/12/22
Renan Valle
Pedro Bonn
Dia 14/01/23
Carlos Ferreira
Claudia Mattos
The training took place in five days, one day for each theme. Each day had two mentors who had 4 hours each to mentor the participants. The objective was that the first mentoring was a theoretical explanation about the challenges of curatorship in their respective artistic expressions, since the demands for more racial, gender and peripheral representation are necessary. The second mentoring of the day aimed at a theoretical explanation of the mentor’s curatorial process, or the various other curatorial methodologies in their areas.
In the mentorships of "Art as Work" the themes Project Development, Fundraising and Social Media, were made on the same day and had respectively 2 hours each to be developed. The goal was for the mentors to make an explanation about the main points about the themes and the possibilities of optimizing them.
Data:
Inscriptions: 179
Graduated: 25
Duration: 5 days, 26 hours
Scope: Presence in the city of Rio de Janeiro
Details of the registrants:
Teachers:
Day 19/11/22:
Naju
Milena Manfredini
Cineclube Buraco do Getúlio
11/26/22
Jefferson Medeiros - plastic artist
Janaina Damaceno - teacher, researcher and curator
Day 03/12/22
Jesse Andarilho
Daniel Martins
Day 17/12/22
Renan Valle
Pedro Bonn
Dia 14/01/23
Carlos Ferreira
Claudia Mattos
PERIPHERIES: Affections and (R) existences
Realization: Dias 19/11, 26/11, 03/12, 17/12, 14/01.
Realization: November 2021
Students/ places: 100
Registrations/search: 123
Profile: 62.9% women; 71.8% black; 49.2% teachers; 65.3% residents of peripheries; 70.2% students
Presentation:
This course reflected on the subjects and peripheral communities as experiences articulated by a territoriality. The motto of the proposed reflections was announced in the following enigma/oracle: "Physically we inhabit a place, but affectively we are inhabited by a memory". The central thesis of the course was the idea that the peripheral subjects are constituted from a connection between the affective belonging to a territory (the connection with a land) and the ancestral heritage that can help us create other ways of living the city, politics, education.
Objectives:
To understand an introductory and reflective approach of being political and affective from the periphery in order to conduct a qualified debate on subjects and territoriality.
Specific objectives:
Deepen understanding between local and academic knowledge
Understand modes of political articulation from the peripheries
Articulate knowledge from the affections
Professor (s): Cleiton Barros
Biography (s): Born and raised in the favela of Coque (Recife, PE), educator of the Núcleo Educacional Irmãos Menores de Francisco de Assis (NEIMFA), of the networks Coque Vive and Coque (R)Existe and adjunct professor of the University of Pernambuco (UPE) - Campus Mata Norte.
Students/ places: 100
Registrations/search: 123
Profile: 62.9% women; 71.8% black; 49.2% teachers; 65.3% residents of peripheries; 70.2% students
Presentation:
This course reflected on the subjects and peripheral communities as experiences articulated by a territoriality. The motto of the proposed reflections was announced in the following enigma/oracle: "Physically we inhabit a place, but affectively we are inhabited by a memory". The central thesis of the course was the idea that the peripheral subjects are constituted from a connection between the affective belonging to a territory (the connection with a land) and the ancestral heritage that can help us create other ways of living the city, politics, education.
Objectives:
To understand an introductory and reflective approach of being political and affective from the periphery in order to conduct a qualified debate on subjects and territoriality.
Specific objectives:
Deepen understanding between local and academic knowledge
Understand modes of political articulation from the peripheries
Articulate knowledge from the affections
Professor (s): Cleiton Barros
Biography (s): Born and raised in the favela of Coque (Recife, PE), educator of the Núcleo Educacional Irmãos Menores de Francisco de Assis (NEIMFA), of the networks Coque Vive and Coque (R)Existe and adjunct professor of the University of Pernambuco (UPE) - Campus Mata Norte.
Afrofuturism in double frequency: Afrocentric and anti-racist perspectives in focus
Realization: August/September 2020
Workload: 32 hours Students/vacancies: 100
Inscriptions: 313 (76% women; 78% black or black; 51.1%
teachers, 48.9% live in a suburb or favela. )
Presentation: The course was structured for those interested in the understanding and perspectives that Afrofuturist literatures can bring to the collectivity, including intersectionalities and social issues. The proposal of the course is an introduction to black and afrofuturist thought, an attentive look and subjective reading of the questions of this writing. In this course, the main indications will be literature and cinema, including indications of channels, groups and artists.
The course was divided into three modules with content available in the classroom of the google platform and three face-to-face classes by the zoom platform. We organized two Lives regarding the course contents on the instagram page of Uniperiferias.
General objectives: to allow a guided debate on the afrofuturistic content produced, as it is seen and attuned by blacks and non-blacks from the moment they understand basic issues of racial debate and grasp a new perception of knowledge and affects by literature and black speculative fictional reading.
Specific objectives: To sharpen and offer some important elements about the Afrofuturist movement; To propose a revised anti-racist criticality in terms and basic foundations related to the Afrofuturist movement; To present a globalized panorama of the movement through its productions; To develop the global telepathic sensitivity of black and non-black participants on the afrofuturist and anti-racist production.
Summary: Racial concepts. Afrocentricity. Humanizing the cultural and historical bases of non-white peoples. White literature and humanity. Speech. Black cinema. Africa and diaspora.
Teachers: 1
Lu Ain-Zaila (Luciene Marcelino Ernesto)
Lu Ain-Zaila is Luciene from one of the peripheries of Brazil. She is a pedagogue (UERJ). A self-published afrofuturist writer, she launched Duologia Brasil 2408, composed of (In)Verdades e(R)Evolução (2016-2017), Sankofia (2018) and Ìségún (2019, Col. Universo Insólito, Monomito Editorial). He writes afrofutures between peripheries metaphorized or not, mixing ancestry, culture and black history and his black people too. In addition to articles, essays and related research. Official website of the writer: www.brasil2408.com.br
Inscriptions: 313 (76% women; 78% black or black; 51.1%
teachers, 48.9% live in a suburb or favela. )
Presentation: The course was structured for those interested in the understanding and perspectives that Afrofuturist literatures can bring to the collectivity, including intersectionalities and social issues. The proposal of the course is an introduction to black and afrofuturist thought, an attentive look and subjective reading of the questions of this writing. In this course, the main indications will be literature and cinema, including indications of channels, groups and artists.
The course was divided into three modules with content available in the classroom of the google platform and three face-to-face classes by the zoom platform. We organized two Lives regarding the course contents on the instagram page of Uniperiferias.
General objectives: to allow a guided debate on the afrofuturistic content produced, as it is seen and attuned by blacks and non-blacks from the moment they understand basic issues of racial debate and grasp a new perception of knowledge and affects by literature and black speculative fictional reading.
Specific objectives: To sharpen and offer some important elements about the Afrofuturist movement; To propose a revised anti-racist criticality in terms and basic foundations related to the Afrofuturist movement; To present a globalized panorama of the movement through its productions; To develop the global telepathic sensitivity of black and non-black participants on the afrofuturist and anti-racist production.
Summary: Racial concepts. Afrocentricity. Humanizing the cultural and historical bases of non-white peoples. White literature and humanity. Speech. Black cinema. Africa and diaspora.
Teachers: 1
Lu Ain-Zaila (Luciene Marcelino Ernesto)
Lu Ain-Zaila is Luciene from one of the peripheries of Brazil. She is a pedagogue (UERJ). A self-published afrofuturist writer, she launched Duologia Brasil 2408, composed of (In)Verdades e(R)Evolução (2016-2017), Sankofia (2018) and Ìségún (2019, Col. Universo Insólito, Monomito Editorial). He writes afrofutures between peripheries metaphorized or not, mixing ancestry, culture and black history and his black people too. In addition to articles, essays and related research. Official website of the writer: www.brasil2408.com.br
Colonialidade e Branquitude: hidden aspects non-racial debate
Realization: June 2020
Working hours: 10 hours
Students/ places: 100
Inscriptions: 1,356 (78.9% women; 54.3% black or black;
44.5% teachers; 40% live in a suburb or favela. )
Presentation: The colonization process needs to be stripped
and understood from a racial perspective. Because it is a project of systematization and maintenance of the structural racism of Brazilian society that constitutes modernity. Understanding this colonial process from a racial critical reading is fundamental to understand how the racist discourse was formed that collaborates to keep under its aegis the production of social and racial inequalities. The concept of whiteness helps us to understand the advantages and privileges built on the white body.
The course was divided into two modules with content available in the classroom of the google platform and two face-to-face classes by the zoom platform. We organized two Lives regarding the course contents on the Uniperiferias Instagram page.
Objectives: To understand the colonization process from a critical racial reading in its crossings in the maintenance of structural racism in order to understand the systematization of a hierarchy of these colonial narratives in society that foster the ideology of representation and representation of a legitimacy of whiteness in social spaces of power.
Specific objectives: Reflect on the colonization process from a racial reading; Understand the concepts of coloniality and whiteness in the maintenance of Brazilian structural racism; Collaborate for the formation of a network of teachers, educators (as) social, militant, undergraduate students committed to building an anti-racist and possible society.
Menu: Colonization. Coloniality. Modernity. Whiteness. Racial structure. Racial identity.
Lecturer: 1
Obirin Odara (Débora Oliveira)
Biography(s): Obirin Odara is a Social Worker and Master in Social Policies from the University of Brasilia. Developed and develops studies on whiteness, coloniality and state. It starts from an Afro-centered perspective to think about the world and all relationships. From an anti-racist and anticolonial perspective, he writes and exposes part of his texts on the @naomecolonize page.
Students/ places: 100
Inscriptions: 1,356 (78.9% women; 54.3% black or black;
44.5% teachers; 40% live in a suburb or favela. )
Presentation: The colonization process needs to be stripped
and understood from a racial perspective. Because it is a project of systematization and maintenance of the structural racism of Brazilian society that constitutes modernity. Understanding this colonial process from a racial critical reading is fundamental to understand how the racist discourse was formed that collaborates to keep under its aegis the production of social and racial inequalities. The concept of whiteness helps us to understand the advantages and privileges built on the white body.
The course was divided into two modules with content available in the classroom of the google platform and two face-to-face classes by the zoom platform. We organized two Lives regarding the course contents on the Uniperiferias Instagram page.
Objectives: To understand the colonization process from a critical racial reading in its crossings in the maintenance of structural racism in order to understand the systematization of a hierarchy of these colonial narratives in society that foster the ideology of representation and representation of a legitimacy of whiteness in social spaces of power.
Specific objectives: Reflect on the colonization process from a racial reading; Understand the concepts of coloniality and whiteness in the maintenance of Brazilian structural racism; Collaborate for the formation of a network of teachers, educators (as) social, militant, undergraduate students committed to building an anti-racist and possible society.
Menu: Colonization. Coloniality. Modernity. Whiteness. Racial structure. Racial identity.
Lecturer: 1
Obirin Odara (Débora Oliveira)
Biography(s): Obirin Odara is a Social Worker and Master in Social Policies from the University of Brasilia. Developed and develops studies on whiteness, coloniality and state. It starts from an Afro-centered perspective to think about the world and all relationships. From an anti-racist and anticolonial perspective, he writes and exposes part of his texts on the @naomecolonize page.
Bodies in politics and decolonialities of sex, gender and sexualities
Realization: Novembro/dezembro 2020
Working hours: 15 hours
Students/ places: 100
Inscriptions: 187 (87% women; 65.8% black or black; 53.5%
teachers, 46% live in a suburb or favela. )
Presentation: This course reflected on the controls on sex, gender and sexuality as practices that were imposed by European colonization and that were embedded in all aspects of social life, being structuring capitalism as a global system of power, relations and racial categorization. The course also addressed the irruption of these gender patterns from the politicization of sex and transfeminisms, focusing on black transfeminisms, with a look at issues that contribute and will help the practice of education professionals.
General objectives: To understand the control and stigma over bodies and sexual practices as part of the structure that supports social inequality.
Specific objectives: To understand the colonizatory aspects of the imposition and reinforcement of patterns and roles of sex, gender and sexualities; To contribute to increased awareness of lesbophobia, homophobia, biphobia, transphobia, intersexophobia and putaphobia; Collaborate in the development of attitudes, values and respect for plurality and human diversity.
Summary: Coloniality of Power. Modern/Colonial System of gender. Criminalization. LGBTI+ in Brazil. Misogyny and structural LGBTIphobia. Possible approaches to transsexuality in schools.
Teachers: 3
Heloisa Melino is Executive Coordinator of the LGBTI+ People in Deprivation of Liberty Project at the International University of the Peripheries (UNIperiferias - IMJA). She is a lesbian feminist activist, graduated in Law from the National Faculty of Law of the Federal University of Rio de Janeiro (FND/UFRJ), Specialist in Urban Planning Policies by the Urban Planning Research Institute (IPPUR/UFRJ)PhD in Contemporary Legal Theories by the Postgraduate Program in Law of UFRJ (PPGD/UFRJ). Her main interests are the fields of Theories of Law; Decolonial and Peripheral Epistemologies, Studies of gender, sex and sexuality; Feminisms and Social Movements. E-mail address: heloisamelino@gmail.com.
Monique Prada is a sex worker, writer, feminist, activist for the legalization of prostitution. Co-editor of the MundoInvisivel.ORG project, she is one of the founders of CUTS - Central Única de Trabalhadores Sexuais, of which she was president for two years. Monique today is part of the coordination of ANPROSEX - National Articulation of Sex Professionals and member of GASC of UN Women Brazil. He’s a columnist for Ninja Media.
Leonardo Morjan Britto Peçanha is a Professor, Diversity Consultant and Activist. Master in Physical Activity Sciences (PGCAF-UNIVERSO) and Specialist in Gender and Sexuality (IMS/ UERJ). Develops studies and research with the themes: sociology of Physical Education; gender, sexuality and violence; transmasculine health and black transmasculines. Member of national institutions such as Instituto Brasileiro de Transmasculinidades - IBRAT, Fórum Nacional de Travestis e Transexuais Negras e Negros - FONATRANS. In Rio de Janeiro he participated in the TransRevolution Collective. He is one of the founding members of the Liga Transmasculina Carioca João W. Nery. Member of the Grieving Man Project.
Students/ places: 100
Inscriptions: 187 (87% women; 65.8% black or black; 53.5%
teachers, 46% live in a suburb or favela. )
Presentation: This course reflected on the controls on sex, gender and sexuality as practices that were imposed by European colonization and that were embedded in all aspects of social life, being structuring capitalism as a global system of power, relations and racial categorization. The course also addressed the irruption of these gender patterns from the politicization of sex and transfeminisms, focusing on black transfeminisms, with a look at issues that contribute and will help the practice of education professionals.
General objectives: To understand the control and stigma over bodies and sexual practices as part of the structure that supports social inequality.
Specific objectives: To understand the colonizatory aspects of the imposition and reinforcement of patterns and roles of sex, gender and sexualities; To contribute to increased awareness of lesbophobia, homophobia, biphobia, transphobia, intersexophobia and putaphobia; Collaborate in the development of attitudes, values and respect for plurality and human diversity.
Summary: Coloniality of Power. Modern/Colonial System of gender. Criminalization. LGBTI+ in Brazil. Misogyny and structural LGBTIphobia. Possible approaches to transsexuality in schools.
Teachers: 3
Heloisa Melino is Executive Coordinator of the LGBTI+ People in Deprivation of Liberty Project at the International University of the Peripheries (UNIperiferias - IMJA). She is a lesbian feminist activist, graduated in Law from the National Faculty of Law of the Federal University of Rio de Janeiro (FND/UFRJ), Specialist in Urban Planning Policies by the Urban Planning Research Institute (IPPUR/UFRJ)PhD in Contemporary Legal Theories by the Postgraduate Program in Law of UFRJ (PPGD/UFRJ). Her main interests are the fields of Theories of Law; Decolonial and Peripheral Epistemologies, Studies of gender, sex and sexuality; Feminisms and Social Movements. E-mail address: heloisamelino@gmail.com.
Monique Prada is a sex worker, writer, feminist, activist for the legalization of prostitution. Co-editor of the MundoInvisivel.ORG project, she is one of the founders of CUTS - Central Única de Trabalhadores Sexuais, of which she was president for two years. Monique today is part of the coordination of ANPROSEX - National Articulation of Sex Professionals and member of GASC of UN Women Brazil. He’s a columnist for Ninja Media.
Leonardo Morjan Britto Peçanha is a Professor, Diversity Consultant and Activist. Master in Physical Activity Sciences (PGCAF-UNIVERSO) and Specialist in Gender and Sexuality (IMS/ UERJ). Develops studies and research with the themes: sociology of Physical Education; gender, sexuality and violence; transmasculine health and black transmasculines. Member of national institutions such as Instituto Brasileiro de Transmasculinidades - IBRAT, Fórum Nacional de Travestis e Transexuais Negras e Negros - FONATRANS. In Rio de Janeiro he participated in the TransRevolution Collective. He is one of the founding members of the Liga Transmasculina Carioca João W. Nery. Member of the Grieving Man Project.
Basic and anti-racist education: thinking pedagogical practices and insurgent epistemologies
Realization: September/November 2020
Working hours: 40 hours
Students/ places: 100
Inscriptions: 149 (81.9% women; 52.3% black or black; 73.8%
teachers, 54.4% live in a suburb or favela. )
Presentation: Although the anti-racist struggle has several combat fronts, we already know that the field of education is the fertile ground in which we find a greater possibility of action/reaction/confrontation to racism. Therefore, it is essential that we transform our heads and change our productions so that we can really contribute to the construction of a more just, egalitarian, therefore democratic Brazilian society.
The course was divided into five modules with content available in the classroom of the google platform and with five face-to-face classes by the zoom platform.
To deconstruct the prejudiced and restricted imaginary about Africa, its peoples and cultures, new reasoning in order to establish the links between the history of Brazil and the history of Africa, epistemologically strengthening the recognition of the importance of the African continent in the construction of the general history of humanity.
Specific objectives: To combat racism, discrimination and prejudice; To promote the education of ethno-racial relations; To develop attitudes, values and respect for the Brazilian ethno-racial plurality.
Summary: The construction of racism. Concepts of race and racism. Structural racism. Brazilian racism. Racial relations in Brazil. Racial inequalities. Africa, cradle of humanity. African legacy in the diaspora. Law 10639/03.
Lecturer: 1
Gaby Makena
Educator graduated from the State University of Rio de Janeiro (UERJ) and Master in Education from the Federal University of Rio de Janeiro (UNIRIO). Makena develops studies on the implementation of African and Afro-Brazilian content in everyday school life, starting from the urgency of the application of Law 10.639.
Students/ places: 100
Inscriptions: 149 (81.9% women; 52.3% black or black; 73.8%
teachers, 54.4% live in a suburb or favela. )
Presentation: Although the anti-racist struggle has several combat fronts, we already know that the field of education is the fertile ground in which we find a greater possibility of action/reaction/confrontation to racism. Therefore, it is essential that we transform our heads and change our productions so that we can really contribute to the construction of a more just, egalitarian, therefore democratic Brazilian society.
The course was divided into five modules with content available in the classroom of the google platform and with five face-to-face classes by the zoom platform.
To deconstruct the prejudiced and restricted imaginary about Africa, its peoples and cultures, new reasoning in order to establish the links between the history of Brazil and the history of Africa, epistemologically strengthening the recognition of the importance of the African continent in the construction of the general history of humanity.
Specific objectives: To combat racism, discrimination and prejudice; To promote the education of ethno-racial relations; To develop attitudes, values and respect for the Brazilian ethno-racial plurality.
Summary: The construction of racism. Concepts of race and racism. Structural racism. Brazilian racism. Racial relations in Brazil. Racial inequalities. Africa, cradle of humanity. African legacy in the diaspora. Law 10639/03.
Lecturer: 1
Gaby Makena
Educator graduated from the State University of Rio de Janeiro (UERJ) and Master in Education from the Federal University of Rio de Janeiro (UNIRIO). Makena develops studies on the implementation of African and Afro-Brazilian content in everyday school life, starting from the urgency of the application of Law 10.639.
Cyber Peripheral Writings
Realization: June 2019
Working hours: 20 hours
Students/ places: 30
Inscriptions: 82
Presentation: Script course for short film, based on a proposal to unite science fiction, especially in its Afrofuturistic bias, as a way to reflect on human rights, the environment and reducing inequalities, from fiction and local knowledge.
Recognizing the need for the construction of dialogues and understandings about the cultural multiplicities of popular territories and the production of aesthetic narratives as an invention of representations of powers of the periphery, this course aims to provide knowledge for creating short film scripts in peripheral territories.
Specific objectives: To present research methodology "ethnography of the self", other sciences and Cosmogonias in the field of audiovisual in peripheral territories; To present basic knowledge of audiovisual and creative script writing, based on the science fiction genre. Reflect on human rights, the environment and reducing inequalities from an audiovisual narrative; Carry out during classes the construction of a short film script;
Menu: Cinema and screenplay; Cinema of the possible and Afrofuturism; Literature, science fiction and periphery; Cats, Gambiarras, Languages and Mecnology; Creative dynamics - argument; Thematic research methodology; Script writing.
Teachers: 3
Clementino Junior:
PhD in Education (UNIRIO/GEASur), Filmmaker, Audiovisual Educator and Film Director since 2008 at the head of CAN - Cineclube Atlântico Negro, and since 2016 of Cineclube e Curso de Extensão Universitário CineGeasur.
Lu Ain-Zaila is Luciene M. Ernesto:
do Rio de Janeiro. She is a pedagogue, writer of Afrofuturist works: Duologia Brasil 2408 [(In)Verdades e (R)Evolução] and Sankofa (2018), in addition to articles, essay and speaker
Celestial Glory of Britus:
Bachelor in German Language and Literature. Linguistic Research and digital content.
Students/ places: 30
Inscriptions: 82
Presentation: Script course for short film, based on a proposal to unite science fiction, especially in its Afrofuturistic bias, as a way to reflect on human rights, the environment and reducing inequalities, from fiction and local knowledge.
Recognizing the need for the construction of dialogues and understandings about the cultural multiplicities of popular territories and the production of aesthetic narratives as an invention of representations of powers of the periphery, this course aims to provide knowledge for creating short film scripts in peripheral territories.
Specific objectives: To present research methodology "ethnography of the self", other sciences and Cosmogonias in the field of audiovisual in peripheral territories; To present basic knowledge of audiovisual and creative script writing, based on the science fiction genre. Reflect on human rights, the environment and reducing inequalities from an audiovisual narrative; Carry out during classes the construction of a short film script;
Menu: Cinema and screenplay; Cinema of the possible and Afrofuturism; Literature, science fiction and periphery; Cats, Gambiarras, Languages and Mecnology; Creative dynamics - argument; Thematic research methodology; Script writing.
Teachers: 3
Clementino Junior:
PhD in Education (UNIRIO/GEASur), Filmmaker, Audiovisual Educator and Film Director since 2008 at the head of CAN - Cineclube Atlântico Negro, and since 2016 of Cineclube e Curso de Extensão Universitário CineGeasur.
Lu Ain-Zaila is Luciene M. Ernesto:
do Rio de Janeiro. She is a pedagogue, writer of Afrofuturist works: Duologia Brasil 2408 [(In)Verdades e (R)Evolução] and Sankofa (2018), in addition to articles, essay and speaker
Celestial Glory of Britus:
Bachelor in German Language and Literature. Linguistic Research and digital content.
Peripheral Writings Literary Training of Young Authors
Realization: July/August 2019
Working hours: 36 hours
Students/ places: 30
Inscriptions: 50
Presentation: By assuming literature as a social practice foreseen to Todes, the vacation course "Peripheral writings: literary formation of young authors and writers" It is proposed to refrain and stimulate on the place of representation of the peripheral youth of Rio de Janeiro to the office of writing, starting from the emancipatory bases and the power of transformation to which it is always prone. Thus, it assumes the citizen condition of the act of writing and the sense of belonging and identity recognition arranged on the social reason of the author subject. By proposing access to writing in the community environment historically distanced from professional practices conceived under elitist criteria and inaccessibility by the most diverse peripheral circumstances, willing to the most diverse critical interpretations, refrains and transformers of reality - social, economic, political, educational etc - as a poetic matter, the vacation course "Peripheral writings: literary formation of young authors and writers" is conceived as an instrument to confront the ideals of the construction of hegemonic paradigms regarding the elitization of writing proposing a critical refrain on the powers of peripheral writing.
General objectives: To promote the culturalization of the writer’s language in the peripheral environments, presenting the as a possibility of a professional career and as a critical and forming agents of the creative textual constructions of the world as spokespersons of power and transformation of reality, resulting in the resolution of problems such as the denaturalization of the mystification of verbal compositions as an exercise primarily restricted to populations socially recognized for their bourgeois intellectual condition, followed by the full understanding of the young communities of their creative capacity, from the accessibility of literary discourses as a social instrument guaranteed to all by their indistinct social character, beyond access to principles.
Specific objectives: To refrain on the myth of writing as a permissive office only to the ruling classes; To construct literary writings from the power of the peripheries; Enable through literary writing the formation of young authors as transforming agents of the ideals of the construction of hegemonic paradigms regarding the elitization of writing proposing a critical refrain on the powers of peripheral narratives.
Summary: The art of writing. Writing and identity. Original thought and authorship. What is literature? Reality as poetic matter. Who is the writer: functions and inspirations.
Teachers: 1
Elô Baêta
Graduated in Journalism from the Federal University of Alagoas (UFAL) and master in Letters/ Literary Studies from the State University of Rio de Janeiro (UERJ). She currently works as a Writing teacher and coordinator of Brazilian Culture Circles in the Social Movement of Popular Education Rede Emancipa. Specialist in written discourses for print media and journalistic writing, as well as a researcher of the relationship between language, culture and society focusing on creative writing with informative perspectives in the 21st century.
Students/ places: 30
Inscriptions: 50
Presentation: By assuming literature as a social practice foreseen to Todes, the vacation course "Peripheral writings: literary formation of young authors and writers" It is proposed to refrain and stimulate on the place of representation of the peripheral youth of Rio de Janeiro to the office of writing, starting from the emancipatory bases and the power of transformation to which it is always prone. Thus, it assumes the citizen condition of the act of writing and the sense of belonging and identity recognition arranged on the social reason of the author subject. By proposing access to writing in the community environment historically distanced from professional practices conceived under elitist criteria and inaccessibility by the most diverse peripheral circumstances, willing to the most diverse critical interpretations, refrains and transformers of reality - social, economic, political, educational etc - as a poetic matter, the vacation course "Peripheral writings: literary formation of young authors and writers" is conceived as an instrument to confront the ideals of the construction of hegemonic paradigms regarding the elitization of writing proposing a critical refrain on the powers of peripheral writing.
General objectives: To promote the culturalization of the writer’s language in the peripheral environments, presenting the as a possibility of a professional career and as a critical and forming agents of the creative textual constructions of the world as spokespersons of power and transformation of reality, resulting in the resolution of problems such as the denaturalization of the mystification of verbal compositions as an exercise primarily restricted to populations socially recognized for their bourgeois intellectual condition, followed by the full understanding of the young communities of their creative capacity, from the accessibility of literary discourses as a social instrument guaranteed to all by their indistinct social character, beyond access to principles.
Specific objectives: To refrain on the myth of writing as a permissive office only to the ruling classes; To construct literary writings from the power of the peripheries; Enable through literary writing the formation of young authors as transforming agents of the ideals of the construction of hegemonic paradigms regarding the elitization of writing proposing a critical refrain on the powers of peripheral narratives.
Summary: The art of writing. Writing and identity. Original thought and authorship. What is literature? Reality as poetic matter. Who is the writer: functions and inspirations.
Teachers: 1
Elô Baêta
Graduated in Journalism from the Federal University of Alagoas (UFAL) and master in Letters/ Literary Studies from the State University of Rio de Janeiro (UERJ). She currently works as a Writing teacher and coordinator of Brazilian Culture Circles in the Social Movement of Popular Education Rede Emancipa. Specialist in written discourses for print media and journalistic writing, as well as a researcher of the relationship between language, culture and society focusing on creative writing with informative perspectives in the 21st century.
Black and Favelado Feminism
Realization: May/June 2019
Working hours: 16 hours
Students/ places: 30
Inscriptions: 70
Presentation: The course intends to discuss the themes that permeate the concepts of black feminism and favela, bringing poetic and artistic components that form the Brazilian culture and politically afrmada as Amefrican culture, according to the black intellectual Lélia Gonzalez. From a bibliography composed mostly of black women, the course aims to promote refrains on culture, favela, race and gender from the stories and manifestation of memories of black women and faveladas.
General objectives: Recognizing the need for Anunciation of peripheral intellectual powers produced by black women for more than two centuries of existence, which are invisible by the social construction of stereotypes and paradigms still colonized socially, This course aims to reframe about culture, favela, race, gender, knowledge and knowledge produced and experienced from the stories and manifestation of the memories of racialized and favela women.
Specific objectives: To reflect on concepts of culture, race, favela and gender constructed from a black and favelada female intellectuality; To identify stories, memories and social infuences produced and led by black, indigenous and favela women; Ensure and experiment forms of knowledge production from body and poetic experiences
Menu: Race and power relations. Amefrican knowledge. Black and favela feminism. Body writings.
Teachers: 1
Andreza Jorge
Master’s degree in Ethnic-Racial Relations by CEFET-RJ, Federal Center for Technological Education Celso Suckov da Fonseca Andreza Jorge, 30 years old is black activist, resident of Complexo da Maré, mother of Alice Odara, works with social projects focused on racial themes, gender equity, female empowerment, diversity and sexuality for more than ten years, with the entire professional life focused on the accomplishment of such works. She is currently the coordinator and creator of the Mulheres Ao Vento Project, a dance project for women in Maré . She also acts as pedagogical coordinator of Casa das Mulheres da Maré, equipment of the NGO Redes da Maré, which is a reference in the production of knowledge and reception of women from Maré.
Students/ places: 30
Inscriptions: 70
Presentation: The course intends to discuss the themes that permeate the concepts of black feminism and favela, bringing poetic and artistic components that form the Brazilian culture and politically afrmada as Amefrican culture, according to the black intellectual Lélia Gonzalez. From a bibliography composed mostly of black women, the course aims to promote refrains on culture, favela, race and gender from the stories and manifestation of memories of black women and faveladas.
General objectives: Recognizing the need for Anunciation of peripheral intellectual powers produced by black women for more than two centuries of existence, which are invisible by the social construction of stereotypes and paradigms still colonized socially, This course aims to reframe about culture, favela, race, gender, knowledge and knowledge produced and experienced from the stories and manifestation of the memories of racialized and favela women.
Specific objectives: To reflect on concepts of culture, race, favela and gender constructed from a black and favelada female intellectuality; To identify stories, memories and social infuences produced and led by black, indigenous and favela women; Ensure and experiment forms of knowledge production from body and poetic experiences
Menu: Race and power relations. Amefrican knowledge. Black and favela feminism. Body writings.
Teachers: 1
Andreza Jorge
Master’s degree in Ethnic-Racial Relations by CEFET-RJ, Federal Center for Technological Education Celso Suckov da Fonseca Andreza Jorge, 30 years old is black activist, resident of Complexo da Maré, mother of Alice Odara, works with social projects focused on racial themes, gender equity, female empowerment, diversity and sexuality for more than ten years, with the entire professional life focused on the accomplishment of such works. She is currently the coordinator and creator of the Mulheres Ao Vento Project, a dance project for women in Maré . She also acts as pedagogical coordinator of Casa das Mulheres da Maré, equipment of the NGO Redes da Maré, which is a reference in the production of knowledge and reception of women from Maré.
Introduction to Professional Translation and Interpreting Practices
Carried out in partnership with the Brazilian translators association - Abrates
Realization: April/May 2019
Realization: April/May 2019
Working hours: 18 hours
Students/places:: 12
Registration: 21
Objective: to provide the student with sufficient basic subsidies for the further development of formal translation and professional interpretation skills.
Programming:
TRANSLATION MODULE 1: Introductory class; The job market for translators and interpreters; The professional use of Portuguese in Brazil; What are linguistic records; Translation practice
TRANSLATION MODULE 2: The different texts: differences between literary translation, technical translation, commercial translation and legal translation; Translation practices
TRANSLATION MODULE 3: Translation and contemporary media; Localization and internationalization; Translation for subtitling; Translation for games
INTERPRETATION MODULE: Similarities and differences between translation and interpretation; Specific skills of the interpreter; Specialized interpretation; Modalities of interpretation; Practice of interpretation: simulated activity
Teachers: 2
Rane Souza
Black woman and conference interpreter and creator of the Abrates Afro project.
Ricardo Souza
President of Abrates. Brazilian Association of Translators and Interpreters.
Students/places:: 12
Registration: 21
Objective: to provide the student with sufficient basic subsidies for the further development of formal translation and professional interpretation skills.
Programming:
TRANSLATION MODULE 1: Introductory class; The job market for translators and interpreters; The professional use of Portuguese in Brazil; What are linguistic records; Translation practice
TRANSLATION MODULE 2: The different texts: differences between literary translation, technical translation, commercial translation and legal translation; Translation practices
TRANSLATION MODULE 3: Translation and contemporary media; Localization and internationalization; Translation for subtitling; Translation for games
INTERPRETATION MODULE: Similarities and differences between translation and interpretation; Specific skills of the interpreter; Specialized interpretation; Modalities of interpretation; Practice of interpretation: simulated activity
Teachers: 2
Rane Souza
Black woman and conference interpreter and creator of the Abrates Afro project.
Ricardo Souza
President of Abrates. Brazilian Association of Translators and Interpreters.
Organisation of education in cycles:
thinking a school other
thinking a school other
Realization: July/August 2020
Working hours: 40 hours
Students/ places: 100
Inscriptions: 119 (80.7% women; 57.1% black or black; 82.4%
teachers; 55.5% live in a suburb or favela. )
Presentation: In the last three decades, the discourse of the quality of education has advanced in Brazil, under at least two aspects - efficiency and performance. It tends to classify schools and students, in addition to blaming education professionals for the "low" rates obtained in the national tests. And the discourse evolves subsidized by a common basic national curriculum, which in practice is a way to plaster the curriculum and control the teaching process. Quality education, from a social perspective, is an inalienable right, fundamental to the full exercise of citizenship. This course is justified, therefore, the organization of schooling in cycles favors the implementation of the social quality of education, the democratization of knowledge and is a viable and possible alternative to the model, classificatory and selective school consolidated in Brazil throughout history as the only possible. Therefore, this course reflected on some aspects of the School Organization in Cycles: first its concept, its curricular and evaluative perspectives, and finally, how it is characterized as the organization of pedagogical work.
The course was divided into four modules with content available in the classroom of the google platform and four face-to-face classes by the zoom platform.
General objectives: Provide reflections on some aspects of the School Organization in Cycles: firstly its concept, its curricular and evaluative perspectives, and, finally, how it is characterized in terms of the organization of pedagogical work.
Specific objectives: Understand the school organized in cycles as a possible real contribution to the transformation of current social parameters; Understand the relevance of the impacts of curricular and evaluative concepts on the formation of subjects in their individualities and in the collective; Identify how the processes of organizing pedagogical work are characterized in school organization in cycles.
Syllabus: Fundamentals of school organization in cycles. School organized in cycles and serial school. History of school organization in cycles.
Teachers: 2
Fabiola Santos
Peripheral black, PhD student in Education and Master in Education - UNIRIO, Participant of the Group of Studies and Research in Assessment and Curriculum (GEPAC), Pedagogical Coordinating Professor in the municipalities of São Gonçalo and Itaboraí, Distance Pedagogical Mediator of the CEDERJ consortium - Pedagogia Unirio .
Gláucio de V. Honorio
Prof. Master in Education from UNIRIO. Specialist in Pedagogical Neuroscience from AVM. Educational Supervisor in Guapimirim. Graduated in Pedagogy from Faculdade Gama e Souza.
Students/ places: 100
Inscriptions: 119 (80.7% women; 57.1% black or black; 82.4%
teachers; 55.5% live in a suburb or favela. )
Presentation: In the last three decades, the discourse of the quality of education has advanced in Brazil, under at least two aspects - efficiency and performance. It tends to classify schools and students, in addition to blaming education professionals for the "low" rates obtained in the national tests. And the discourse evolves subsidized by a common basic national curriculum, which in practice is a way to plaster the curriculum and control the teaching process. Quality education, from a social perspective, is an inalienable right, fundamental to the full exercise of citizenship. This course is justified, therefore, the organization of schooling in cycles favors the implementation of the social quality of education, the democratization of knowledge and is a viable and possible alternative to the model, classificatory and selective school consolidated in Brazil throughout history as the only possible. Therefore, this course reflected on some aspects of the School Organization in Cycles: first its concept, its curricular and evaluative perspectives, and finally, how it is characterized as the organization of pedagogical work.
The course was divided into four modules with content available in the classroom of the google platform and four face-to-face classes by the zoom platform.
General objectives: Provide reflections on some aspects of the School Organization in Cycles: firstly its concept, its curricular and evaluative perspectives, and, finally, how it is characterized in terms of the organization of pedagogical work.
Specific objectives: Understand the school organized in cycles as a possible real contribution to the transformation of current social parameters; Understand the relevance of the impacts of curricular and evaluative concepts on the formation of subjects in their individualities and in the collective; Identify how the processes of organizing pedagogical work are characterized in school organization in cycles.
Syllabus: Fundamentals of school organization in cycles. School organized in cycles and serial school. History of school organization in cycles.
Teachers: 2
Fabiola Santos
Peripheral black, PhD student in Education and Master in Education - UNIRIO, Participant of the Group of Studies and Research in Assessment and Curriculum (GEPAC), Pedagogical Coordinating Professor in the municipalities of São Gonçalo and Itaboraí, Distance Pedagogical Mediator of the CEDERJ consortium - Pedagogia Unirio .
Gláucio de V. Honorio
Prof. Master in Education from UNIRIO. Specialist in Pedagogical Neuroscience from AVM. Educational Supervisor in Guapimirim. Graduated in Pedagogy from Faculdade Gama e Souza.
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