Collaborator

Lattes: http://lattes.cnpq.br/7589245190503189

Renato Noguera is a Professor in the Department of Education and Society (DES) at the Federal Rural University of Rio de Janeiro (UFRRJ). He is affiliated with the Graduate Program in Philosophy and the Graduate Program in Education, Contemporary Contexts, and Popular Demands (PPGEDUC). Additionally, he is a researcher at the Laboratory of Afro-Brazilian and Indigenous Studies (LEAFRO) and coordinates the Research Group on Afro-Perspectives, Knowledge, and Childhoods (AFROSIN). Noguera holds a Ph.D. in Philosophy from the Federal University of Rio de Janeiro (UFRJ) and is actively involved in several research projects, including What Do Children Think About School? Images, Words, and Childhoods in Early Childhood and Elementary Education and Modernity from the Perspective of the Critique of Black Reason. He also leads the Brinquedoteca Pedagoginga extension project. In addition to his academic activities, Noguera is an author, screenwriter, and consultant.

CONTACT INFORMATION

E-mail: renatonoguera@ufrrj.br

RESEARCH AREA

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

RESEARCH GROUP

• Afro-Perspectives, Knowledge, and Childhoods Research Group – AFROSIN
  Coordinators: Renato Noguera and Luciana Pires Alves

The Afro-Perspectives, Knowledge, and Childhoods Research Group (AFROSIN) advocates for racial pluralism, the affirmation of differences, and the fight against racism in various forms and spheres. The group seeks to contribute to the social, political, ethical, moral, aesthetic, and emotional equity of all racialized populations within Brazilian society. Through its five research lines, AFROSIN aims to foster, develop, disseminate, and implement investigations and partnerships with different societal sectors to promote ethnic-racial equity. Integrated into the Laboratory of Afro-Brazilian and Indigenous Studies at UFRRJ, the group includes researchers from multiple institutions, particularly UFRRJ, UERJ, and UFF, with a focus on the Humanities.

RESEARCH PROJECTS

• Shared Teaching, Continuing Education, and Law 10.639/03: The Role of Urban Cultures in Public Schools of Different Peripheral Regions

Period: 2022 – Present

This research aims to construct an intersectional and transversal epistemology that bridges the sciences and humanities, grounded in African and Afro-Brazilian history and cultures, as well as other cultural practices from urban peripheries. The objective is to integrate Brazil’s ethnic-racial diversity into school curricula, ensuring the implementation of Law 10.639/2003. The project seeks to develop transdisciplinary knowledge in classrooms through theoretical and field research involving public school teachers, art educators, and university researchers from southeastern and northeastern Brazil.

Emphasizing democratized education, the study proposes new pedagogical strategies informed by critical (D’Ambrosio, Freire, Libâneo, Giroux, Duncan-Andrade & Morrell), anti-colonial (Souza, Santos, Krenak, Fanon), and decolonial (Segato, Maldonado-Torres, Walsh) frameworks, while incorporating culturally relevant pedagogies (Nascimento A., Nascimento B., Gomes, Carneiro, Lamont-Hill, hooks). The underlying hypothesis is that the quality of public education depends not only on addressing basic learning needs or alleviating poverty but also on offering a curriculum that fosters student retention and meaningful engagement with historically marginalized sociocultural knowledge and practices.

The research team has been developing culturally relevant pedagogical practices for over a decade, with the proposal from the School of Education at USP (FEUSP) adopted as a public policy for teacher training by the São Paulo city government in 2015. Using a digital platform, the project aims to integrate collaboration networks between initiatives in São Paulo (FEUSP, IFUSP) for secondary education, Rio de Janeiro (UFRRJ, UERJ) for elementary education, and Paraíba (UFPB, UEPB) for all three educational levels. The methodology involves shared teaching experiences between primary school teachers, art educators, and researchers across eight public schools, providing insights for transdisciplinary epistemologies and teaching practices.

• What Do Children Think About School? Images, Words, and Childhoods in Early Childhood and Elementary Education

Period: 2019 – Present

This research explores the relationship between schools and childhood by investigating children’s perspectives on their educational experiences. Key questions include: How do children perceive school? How has childhood been conceptualized and treated within educational institutions? Are children’s voices regarding their own experiences taken into account?

Historically, children’s voices have been marginalized, as childhood has often been framed as a stage to be overcome. As Arenhart (2016, p. 22) notes, the prevailing metaphor of the child as a tabula rasa, passively subjected to adult socialization, has reinforced the modern school’s socializing function.

The study seeks to establish dialogue channels to understand children’s perspectives on early childhood and elementary education. It examines whether the modern school paradigm continues to shape educational structures and explores alternative approaches to schooling. The research also investigates how schools address ethnic-racial, gender, class, inclusion, and religious diversity. Objectives: To identify and analyze children’s interpretations of school across different social and geographical contexts, to investigate how children perceive themselves within the school environment through an enunciative-discursive approach; To compare the educational expectations and experiences of Indigenous, Quilombola, Black, and White children.

• Modernity in the Critique of Black Reason

Period: 2016 – Present

This study critically examines the concept of modernity and its implications through the philosophical lens of Cameroonian scholar Achille Mbembe. It interrogates the ways in which modernity has been constructed and problematized within the framework of Black thought, particularly in relation to racialization, coloniality, and epistemic violence.