Educating for research: a theoretical-practical design based on the pedagogy of hope

Abstract

How can educating through research serve to build a pedagogy of anti-racist hope? The article focuses on the possibilities of pedagogical practice by combining education through research and an anti-racist pedagogy based on hope. The importance of questioning, arguing and communicating is emphasized to develop criticality and autonomy, articulating with the understanding of dialogue and collaboration. From Paulo Freire (1992, 1996) Pedro Demo (2011, 2015) and bell hooks (2020, 2021) the perception of research as an essential tool for the construction of democratic education is deepened. From this perspective, the active participation of students in the learning process and the collective construction of knowledge are priorities. The need for education that values ​​difference and empowers students to formulate their own questions, becoming political agents of their histories, stands out. In view of this, the conviction that education through research is a promising path to building an anti-racist education based on hope is reinforced by combining the dialectical steps of educating through research with the teachings of bell hooks on a pedagogy of hope. Promoting curiosity, dialogue and critical reflection, educating through research not only challenges existing power structures, but also empowers new narratives and perspectives. In conclusion, understand that educating through research is not just a pedagogical tactic, but a commitment to social change and the promotion of racial justice.