Well-being, decolonial thinking and policies to promote ethnic-racial equality

• Grant number: 20/02301-1
• Support Opportunities: Scholarships in Brazil - Post-Doctoral
• Start date: April 01, 2020
• End date: November 30, 2021
• Field of knowledge: Humanities - Psychology - Social Psychology
• Principal Investigator: Alessandro de Oliveira dos Santos
• Grantee: Jackeline Aparecida Ferreira Romio
• Host Institution: Instituto de Psicologia (IP). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Associated research grant: 18/15573-0 - Limits and possibilities of the good-living to black students in institutions of higher education: the case of the University of São Paulo, AP.JP2

Abstract

During the Seminar on Psychology and Ethnic-Racial Relations in Bahia, held between 03 and 05/05/2017 by the Regional Council of Psychology of the 3rd Region in Salvador, a document entitled "Charter of Salvador" was prepared collectively, which reviews and updates Resolution 18/2002 of the Federal Council of Psychology on the performance of psychologists in relation to prejudice and ethnic-racial discrimination. The document presents recommendations for training and acting in Psychology on the subject of ethnic-racial relations. One of the recommendations for teaching in Psychology advocates the inclusion in the disciplines of theoretical-conceptual references of African, Amerindian, and Afro-Brazilian epistemologies that contribute to an understanding of the conditioning and dynamics of individual vs. group relations in society. This raises the need to think of affirmative action in higher education in an expanded scope, in which the increase of the presence of black and indigenous students is accompanied by the incorporation by the academy of African and Amerindian matrix epistemologies, allowing students to broaden their understanding of reality and reflect critically on Eurocentrism present in the production of knowledge and the academy. This project aims to investigate Amerindian, African and AfroDiasporic epistemologies in their relation to the notion of well-being, as an alternative of a decolonial nature to the concept of subjective well-being, and as a central element for the consolidation of affirmative actions in higher education. (AU