Do epistemicidio acadêmico na graduação em Psicologia e sua superação com a educação antirracista

Abstract

This article aims to present the results of a bibliographic study that reveals academic epistemicide as a practice of institutionalized racism in the Psychology curriculum and its overcoming through the quilombo of Black students promoting curricular justice in a specific higher education institution. To this end, the perspective of "Escrevivência" was adopted as a theoretical framework, articulated with a qualitative research approach, specifically bibliographic, as a methodological procedure. Data collection was carried out in the Digital Bank of Theses and Dissertations (BDTD), and a comprehensive analysis of the narrative of the sample was performed. This analysis revealed three relational axes supporting the examination of internalized racism and its decolonization from the perspective of the "I," when it encounters "We," and experiences racial literacy potentiated by the quilombo mechanism of Black students in a student collective. This aims to overcome institutionalized racism by fighting for curricular justice in relation to "Others," evidenced by the pact of whiteness and academic epistemicide as institutional barriers. Therefore, the educational trajectory of Black people is considered to be marked by the urgency of critical racial literacy, on the one hand, and the decolonization of the Psychology curriculum as a tool for anti-racist education, on the other, through the empowerment of Black students in universities.