Permanent Faculty Member

Lattes: http://lattes.cnpq.br/2231168975092887

Adjunct Professor at the Department of Education and Society, Multidisciplinary Institute, Federal Rural University of Rio de Janeiro (UFRRJ). Currently, he is the coordinator of the Pedagogy program at the Multidisciplinary Institute/UFRRJ. He also works in the Graduate Program in Education, Contemporary Contexts, and Popular Demands (PPGEDUC/UFRRJ). He holds a PhD in Education from the Federal University of Rio de Janeiro. He holds a Master’s degree in Education, Culture, and Communication, a specialization in Curriculum Organization/Teaching Practice, and a Bachelor’s degree in Pedagogy from the State University of Rio de Janeiro. He is a member of the Higher Education Studies and Research Group – ESPE/UFRRJ. He is also a member of the Teaching Didactics and Practice Association (ANDIPE), the Brazilian Society of Cinema Studies (SOCINE), and the Latin American Network for Education, Cinema, and Audiovisual (REDE KINO). He is an evaluator for Pedagogy and Teaching programs for the National Institute for Educational Studies and Research Anísio Teixeira (INEP). His research and mentoring focus on the following topics: curricula, teaching practices, and Black audiovisualities; Curriculum, Didactics, and Cinema; Intercultural/Decolonial Curricula and Didactics; Didactics of Ethnic-Racial Issues in Basic Education; Curriculum, Didactics, and Teacher Training.

CONTACT INFORMATION

fabiojp22@ufrrj.br

RESEARCH LINE

• Line 3: Ethnic-Racial and Gender Education: Afro-Diasporic Languages and Studies

RESEARCH GROUP

• Higher Education Studies and Research Group in Education – ESPE
  Coordinators: Aline Carvalho de Moura and Andreia Gomes da Cruz

The Higher Education Studies and Research Group in Education – ESPE focuses on researching education, discussing the relationship between knowledge production in education and higher education in a neoliberal context. The group’s research revolves around two main axes: educational concerns and the political-institutional issues that influence and direct educational policies in Brazil. The research group collaborates with other education researchers and maintains a multi-institutional structure.

RESEARCH PROJECTS

• New Epistemologies of Childhood in Literature and Animation by Nana and Nilo.
  Period: (2021 – 2022)

Nana and Nilo are two child characters created by professor and writer Renato Noguera, in partnership with Sandro Lopes and Cris Pereira. They are twin siblings who embark on various adventures to explore their Black ancestries. Some of the knowledge they acquire is taught by Mulemba, an ancient tree whose main purpose is to help them learn about the relationship between humans and nature from an African and Afro-Brazilian perspective. Nana and Nilo are significant references in Afro-Brazilian and African children’s literature, as well as in animation, for developing new epistemologies in the construction of curricula in early education and children’s education. This literature does not merely represent Black identity by the need for more African and Afro-Brazilian presence, but rather guides us to understand these representations in broad, open ways, teaching us to address all possible subjects from different perspectives. The stories of Nana and Nilo encourage the creation of new ways of experiencing childhood. For adults, these characters also inspire fresh perspectives that help reclaim an ancestry yet to be fully lived. The perspective of teaching and learning through Afrocentric children’s literature and animation reconfigures curricula with knowledge related to the emotional aspects necessary for the meaningful development of Black children. General Objective: To enhance new literary and cinematic perspectives through the books and animations with the characters Nana and Nilo.
Specific Objectives: To analyze the books “Nana and Nino: Learning to Share,” “Nana and Nilo in the Green City?” and “Nana and Nilo, What Game Is This?” by Renato Noguera and Sandro Lopes; Promote reading circles among Pedagogy students based on the works of the “Nana Nilo” collection; Reinterpret concepts and experiences related to nature, coexistence, and environmental preservation through the Nana and Nilo animations based on quilombola, African, and Indigenous epistemologies; Explore the epistemologies raised in the stories of Nana and Nilo in children’s literature and animation.

This research project applied two methodologies to develop new perspectives among Pedagogy undergraduates: Critical and Multimodal Discourse Analysis of the books in the Nana and Nilo collection and Creative Analysis of the Nana and Nilo animations. The Critical and Multimodal Discourse Analysis, applied in the first phase of the research, aimed to observe and interpret “[…] the multimodal choices (lexical items, interdiscourses, text genres, colors, photos, graphic designs, etc.) that people make from the existing options within the potential for meaning-making in a language and other semiotic modes.” (MOITA LOPES, 2009, p.133). By using this type of analysis, semiotic tools facilitate the construction of social life, and these elements aim to help individuals recognize themselves as conscious and critical participants in social practices. The Creative Analysis methodology, to be developed in the second stage, was inspired by Alain Bergala (2008), considering it as a process by which the viewer expands their perspective through cinematic images using aesthetic elements of the works, such as color, intonation, and clothing. Participants in the research will be encouraged to practice new pedagogies of the gaze to reinterpret curricular knowledge in Early Childhood Education and Elementary Education.

Research Group: Black Intellectuality, Curriculum, and Teacher Training (GINCF/UNESA)
Funding: UNESA (Productivity Research Grant)
Keywords: Curriculum; Didactics; Children’s Animation.

• For a New Black Epistemology: Quilombola Cinema in Teacher Training.
  Period: (2020 – 2021)

This project aimed to generate new curricular knowledge in Pedagogy programs through what is being called Quilombola Black Cinema. To achieve this, the research focused on screening films monthly that address the experiences, lives, and knowledge of quilombola communities, allowing the production of new bodily, aesthetic, historical, and pedagogical knowledge. The theoretical foundation is based on Decolonial Theory, which seeks to build new epistemologies in societies that have historically been marginalized. General Objective: To problematize new decolonial knowledge in teacher training programs through Black Quilombola cinemas. Specific Objectives: To screen the following Black Quilombola films: Aruanda (1960), by Linduarte Noronha; Quilombos (1984), by Cacá Diegues; Até Onde a Vista Alcança (2005), by Felipe Peres Calheiro; Unha Preta (2009), by Luciano Dayrell and Helen Santa Rosa; Kalunga (2012), by Rander Rezende; Quilombo de Queimadas (2011), by Kiko Alves; Saravá Jongueiro Novo (2012), by Luciano Santos Dayrell; To produce curricular proposals that encourage teacher training through bodily, aesthetic, and historical knowledge from Black Quilombola cinemas; The methodology used in this research was Action Research, where participants co-produce knowledge to create new curricular epistemologies through other cinematic ways of narrating the world.

Research Group: Black Intellectuality, Curriculum, and Teacher Training (GINCF/UNESA)
Funding: UNESA (Productivity Research Grant)
Keywords: Zózimo Bulbul. Production of Presence. Black Cinema. Teacher Training. Decolonial Pedagogy

• Curriculum, Cinema, and Blackness in Ethnic-Racial Training of Pedagogy Undergraduates.
  Period: (2019 – 2020)

This research aimed to problematize the production of Black presence in teacher training through the cinematography of Zózimo Bulbul. This theme arises from the urgent debate about the Black presence in the formation of Brazilian culture. This need became more visible after the enactment of Law No. 10.639/2003, which altered Law No. 9.349/1996, mandating the implementation of the Afro-Brazilian History and Culture subject in elementary and high schools. Recognizing that national cinema still represents Black people in stereotypical ways, this study proposes ways to develop new epistemologies in teacher training through films that break with stereotypes. General Objective: To understand how Black presence is constructed in teacher training through the categories of corporeality, aesthetics, history, and teaching through Zózimo Bulbul’s cinematographic work. Specific Objectives: To analyze the first three films of Zózimo Bulbul in the context of Teacher Training programs: Alma no Olho (1974), Aniceto do Império (1981), and Abolição (1988); To understand how Bulbul’s cinematography contributes to the development of a decolonial curriculum in undergraduate programs through screenings and film productions; To encourage productions using images and available resources through cinematic exercises like the Minuto Lumière and video installations, from new perspectives of Black people that highlight new bodily and historical aesthetics for interface with teaching in teacher training; To contribute to a debate on rethinking educational policies that interrelate curriculum, teacher training, and ethnic-racial issues, such as Law No. 10.639/2003 and the National Curriculum Guidelines for Education of Ethnic-Racial Relations and Afro-Brazilian History and Culture and Law No. 13.006/2014, which mandates the screening of two hours of national films in public schools. To explore the interrelations between Black cinema, the production of presence, and teacher training from Zózimo Bulbul’s perspective, this research relied on theorists who developed the concept of “production of presence,” such as Bell Hooks, Kobena Mercer, Paul Gilroy, and Stuart Hall, through the concepts of corporeality, aesthetic experience, history, and pedagogy produced by African and Afro-Brazilian cultures. The research used multicultural methodologies, as proposed by Canen and Ivenicki (2016), including Action Research and Creative Analysis.

Research Group: Black Intellectuality, Curriculum, and Teacher Training (GINCF/UNESA)
Funding: UNESA (Productivity Research Grant)
Keywords: Zózimo Bulbul. Production of Presence. Black Cinema. Teacher Training. Decolonial Pedagogy.