Thiago dos Santos Molina

In what way, pedagogically, do Afro-Brazilian history and culture transform the Pedagogical Political Project and the schooling process of black and non-black children? How have black teachers and anti-racist allies questioned dehumanizing school practices and created practices of black reexistence throughout the history of school education? I have been rewriting and revisiting these questions in the School of Education at the University of São Paulo (FEUSP). In this institution I obtained a License in Pedagogy (equivalent to a bachelor's degree) in 2008, a master's degree in education (2011), and a doctorate in education (2025) with a concentration in Culture, History, and Philosophy of Education. In my academic experience and search for answers to the above questions, I highlight my exchange program at Howard University in 2006 (CAPES scholarship), the largest historically black university in the US, and my research internship at Harvard University in 2022. I work as an educational coordinator and elementary school teacher at the Municipal Department of Education in Salvador (BA), where I have gained experience in implementing laws 10.639/03 and 11/645/08 in schools. Thus, throughout my training and professional practice, I have specialized in the area of Education of Ethnic-Racial Relations and Teaching of Afro-Brazilian and African History and Culture. In this area, I have a special interest in topics related to: the history of Afro-Brazilian and Afro-diasporic pedagogies; the history of education in Brazil (with a focus on criticism of the leucocratic school culture and the school countercultures created in the African diaspora in response to racism in public education systems); and curriculum and teaching theory for education of ethnic-racial relations and the teaching of Afro-Brazilian and African history and culture. (Source: Lattes Curriculum)