ROOTS AND ANCESTRALITY:

a sociodramatic group process to confront racism at school

Abstract

Racism is present in everyday school life and has severe impacts on the health and development of black children and adolescents. Thinking about the emerging situation experienced by these students, an extension activity was carried out by fourth-year Psychology students in a public school, with the proposal of a sociodramatic research-intervention that sought to understand how racism presents itself in the relationships of adolescents, and at the same time provide a group space for listening, reflection and contact with African and Afro-Brazilian Culture. The research involved 6 adolescents, self-declared black and brown. The research began with participant observations at the school, followed by 13 interventional meetings, using thematic sociodramas guided by racial literacy as a method. The results were analyzed using content analysis and three empirical categories of analysis were established: affective bonds, epistemic redemption and racism and its impacts. It was observed that the sociodrama enhanced the work with racism in the school context, enabling each participant to have a voice. In addition, it was possible to see the relevance of contact with content related to African and Afro-Brazilian culture, which made it possible to reframe the adolescents' view of their ancestry. Throughout the group process, the co-construction of the group as a locus of health and a protective factor against the impacts identified was also noted.