Diálogos sobre Umbanda: A Ancestralidade como Fundamento de uma Educação Transformadora

Introduction to the Dialogue on Umbanda

Welcome and Context

• Felipe Brasil introduces himself as the leader of Templo Espiritualista Aruanda, a house of Umbanda in Maricá, Rio de Janeiro.

• The guest, Abar Robson, is introduced as a spiritual leader and educator involved in transformative educational projects focusing on ancestral knowledge.

Spiritual Blessings

• Abar Robson offers blessings to attendees and emphasizes the importance of good communication during their discussion.

• Participants are encouraged to engage by sharing hashtags related to their spiritual homes.

Journey into Ancestral Religions

Personal Spiritual Journey

• Abar Robson reflects on his entry into African religions, attributing it to love rather than suffering or curiosity.

• He describes growing up in a spiritually rich family environment with influences from Catholicism, Spiritism, and Umbanda.

Early Experiences with Spirituality

• As a child, he was drawn to spiritual sessions held by his family members and felt an innate connection to the energy present during these gatherings.

• His aunt's strong mediunic abilities inspired him; she was known for her compassion and willingness to help others despite her own health issues.

Collective Family Dynamics

Community Influence

• Abar shares how his upbringing resembled a communal living situation where responsibilities were shared among family members.

• He highlights the importance of collective devotion and practical faith observed within his family dynamics.

Challenges Faced

Prejudice and Resistance

• Despite their spiritual practices being rooted in charity, they faced societal prejudice against their beliefs.

• This led them to develop internal mechanisms of resistance against social discrimination while navigating their faith.

Political Engagement

Intersection of Faith and Activism

• Abar discusses how he became politically active from a young age, focusing on social justice which distanced him from spirituality temporarily.

• He identifies himself with leftist ideologies that emphasize collectivism and social justice throughout his journey.

Rediscovering Ancestral Roots

Return to Spirituality

• Over time, Abar realized that he needed to reconnect with his ancestral roots rather than continue down paths that did not resonate with him spiritually.

• His exploration included studying Kardecism but ultimately led him back towards understanding African spirituality more deeply.

Embracing Cultural Heritage

Passion for Orixás

• Through cultural engagement such as theater and dance, he developed a passion for Orixás (African deities).

Influential Figures

• Meeting influential figures like Mãe Estela de Oxóssi helped reshape his understanding of Candomblé beyond preconceived notions.

Reflections on Spiritual Paths and Ancestral Connections

Personal Journey in Umbanda and Orixá

• The speaker expresses disappointment after being discouraged from exploring beyond Umbanda, despite feeling a strong personal calling towards a different spiritual path.

• They helped build a terreiro (spiritual center) for their sister but always viewed it as her mission rather than their own.

• The initiation process involved multiple steps, including the seating of the orixá, which was guided by traditional practices from Mãe Estela.

• The speaker describes their experience with dreams involving caboclos during initiation, indicating a deep connection to these spiritual entities.

• After completing the initiation process, they were advised to seek guidance from family members who had initiated in Angola.

Navigating Spiritual Practices and Beliefs

• Despite attempts to connect with an Angola-based practice, the speaker faced challenges that led them to question their path.

• They were encouraged to consult relatives knowledgeable about caboclo traditions due to perceived jealousy among these spirits.

• A conflict arose regarding the syncretism of caboclos with orixás like Oxóssi; the speaker emphasizes distinct identities between them.

• Through various offerings and rituals, they established a relationship with their caboclo while respecting its unique identity separate from Oxóssi.

• After initiating into Orixá practices, they distanced themselves from Umbanda but later felt compelled to return when encountering spiritual experiences.

Embracing Dual Heritage and Community Roles

• The speaker finds balance through their dual heritage—African and Indigenous—and begins assisting their sister in her role as zeladora (caretaker).

• They recount experiences during ceremonies where various spirits manifested powerfully, highlighting the dynamic nature of spiritual interactions within community events.

• Reflecting on communal responsibilities, they recognize the importance of maintaining connections with ancestral spirits during celebrations.

• Emotional encounters with different spirit entities illustrate how deeply intertwined personal experiences are within communal spirituality.

• Over time, they transitioned towards establishing an Orixá house for initiations while acknowledging past influences from Umbanda.

Understanding Mediation and Character Development

• The speaker articulates a multifaceted spiritual journey that embraces diversity while striving for personal growth without losing focus on service.

• They emphasize that true fulfillment comes not just from knowledge but also serving others effectively within diverse cultural contexts.

• Acknowledging influential figures in their life reinforces respect for lineage and teachings received throughout their journey.

• Discussion arises around whether one can be an effective medium without embodying good character traits; this highlights ethical considerations in spiritual practices.

• The importance of learning from ancestral spirits is emphasized as essential for personal development outside ceremonial spaces.

Ethical Considerations in Mediumship

• The speaker asserts that mediunidade (mediumship ability), is closely tied to one's character and ethics; it's rooted in genuine intentions rather than mere ritualistic actions.

• They reflect on a relative's powerful mediumship abilities attributed not just to external forces but also her virtuous life choices contributing positively to her energy.

• Conversely, individuals who neglect ethical living may lose touch with their inherent energies over time despite initial strengths in mediumship capabilities.

The Nature of Axé and Personal Responsibility

Understanding Axé

• The concept of axé is described as a force that can be obstructed by personal choices, emphasizing the importance of individual responsibility in spiritual practices.

• Axé is not a permanent state; it fluctuates based on the actions and mindset of its bearer, highlighting the need for ongoing maintenance of one's energy.

• Merely engaging in rituals without changing behavior or thought patterns will not sustain high energy levels; active participation in personal growth is essential.

Spirituality and Social Justice

• The speaker reflects on their journey from a spiritually inclined upbringing to seeking social justice, indicating a broader purpose beyond personal spirituality.

• There’s an emphasis on extending spiritual work beyond the confines of traditional spaces (terreiro), advocating for community engagement and outreach.

Community Engagement and Social Responsibility

Role of Terreiro in Society

• The terreiro must engage with its surrounding community, fulfilling social responsibilities rather than limiting itself to internal rituals.

• The speaker critiques traditional notions of charity, arguing that it creates hierarchies instead of fostering true communal support.

Collective Culture Over Individual Charity

• Emphasizing collective culture over individualistic charity aligns with ancestral values that prioritize community well-being and interconnectedness.

• Acknowledging challenges in implementing social projects, the speaker remains committed to hope and perseverance through community initiatives like Vila Esperança.

Cultural Spaces as Tools for Empowerment

Creation of Espaço Cultural Vira Esperança

• In 1991/1992, the Espaço Cultural Vira Esperança was established as a multifaceted cultural space aimed at promoting African and Indigenous heritage.

• This space serves various functions including education, cultural expression, and spiritual exploration, catering to diverse community needs.

Education Through Ancestral Knowledge

• The school within this cultural space emphasizes identity affirmation for children from challenging backgrounds while providing access to ancestral knowledge.

• Children are encouraged to explore their identities through arts and cultural practices, fostering emotional support alongside educational development.

Intergenerational Learning and Resistance

Embracing Ancestral Wisdom

• The approach focuses on corporeality—learning through physical experience—which enriches understanding across different dimensions of existence.

• Rejecting confessional schooling models allows for a more inclusive environment where ancestral values guide ethical education without religious bias.

Addressing Internalized Prejudice

• Acknowledgment of internalized racism highlights systemic issues faced by marginalized communities; efforts are made to create an inclusive atmosphere free from discrimination.

Celebrating Cultural Narratives

Projects Highlighting Folklore

• Initiatives like "encantados" celebrate folklore characters such as Saci Tinho, reinforcing belief systems rooted in local culture while encouraging imagination among children.

• Despite colonial legacies impacting identity formation, there’s resilience in reclaiming cultural narratives as part of ongoing resistance against oppressive systems.

Reflections on Spirituality and Education

Influential Figures in Spirituality

• The speaker mentions key spiritual figures: Mãe Estela, Baba King Siquiro Salame, Dodo Dua, and Marcelo Barros, emphasizing their profound impact on the community.

• They express a belief in reincarnation and the necessity of these figures for the world's transformation.

Education and Colonialism

• The discussion transitions to Paulo Freire's concepts of hope and education, linking them to the idea of "Esperançar."

• Reference is made to Nego Bispo’s notion of contracoloniality, highlighting challenges faced when establishing schools with culturally significant names like APRO.

School Project Overview

• The speaker introduces Escola Pluricultural Odeca Iodê as a project aimed at fostering cultural identity among children.

• The school is named after Mãe Estela de Oxóssi, symbolizing joy and community sharing through its educational philosophy.

Philosophy vs. Religion in Education

• Clarification that the school is not strictly religious but embodies the philosophy of orixás, allowing children to engage with these values without formal initiation.

• Children are encouraged to embrace communal values such as care for nature and mutual support within their learning environment.

Addressing Prejudice Through Existence

• The speaker acknowledges ongoing prejudice but asserts that their existence challenges stereotypes; they liken it to a caravan moving past barking dogs.

• Emphasis on an educational approach that fosters community involvement and modifies behaviors positively over time.

Misconceptions About African Religions

• Critique of individuals seeking quick solutions from African religions without understanding their deeper philosophies.

• Discussion about how African philosophy has been historically marginalized yet holds significant value for contemporary education.

Decolonization in Practice

• Exploration of how to integrate orixá philosophy into daily practices within educational settings rather than viewing spirituality as separate from life.

• Recognition that true spirituality manifests through practical living rather than abstract beliefs alone.

Governance Structure in Education

• Description of a unique governance model at the school involving elders, educators, and even child-led initiatives promoting democratic engagement among students.

Hierarchical Structures Reimagined

• Discussion on rethinking hierarchies within spiritual practices as service-oriented rather than power-based, contrasting this with colonial legacies.

The Spiritual and Educational Dimensions of Child Empowerment

Integrating Spirituality in Education

• Emphasizes the importance of giving children a voice through active listening, highlighting that this approach transcends mere educational technology and touches on spiritual dimensions.

• Suggests that while education is crucial, it should also reflect spiritual values, advocating for an environment where respect for nature and people aligns with the philosophy of orixás.

Understanding Hierarchical Structures

• Critiques Cartesian thinking and positivist models that impose rigid hierarchies, contrasting them with African and Indigenous cultural perspectives which embrace a more spiral model of organization.

• Describes how leadership within these cultures is fluid; different guides may lead in various contexts without ego-driven recognition.

The Role of Children in Education

• Discusses the concept of "governo Mirim," where children are not just passive recipients but active participants who communicate, decide, and teach within their communities.

• Reflects on the wisdom expressed by children as they embody wonder and philosophical inquiry about existence.

Nature as a Teacher

• Advocates for continuous circularity in education to foster diverse identities and interactions among all ages.

• Cites an African proverb emphasizing diversity in community—like a forest made up of various trees—to illustrate harmony without conflict.

Learning from Ancestral Wisdom

• Encourages observing nature for practical life lessons, stressing the importance of learning from elders.

• Shares personal experience regarding research focused on Afro-African and Indigenous pedagogical practices across different cultural contexts.

The Evolution of Indigenous Education

Historical Context of Indigenous Struggles

• Outlines the historical struggle for Indigenous rights to education since 1500, evolving from violent resistance to advocacy for recognition through education.

The Conceptualization of Education

• Highlights how these communities view education as essential for consciousness raising; they see it as a form of empowerment akin to wielding a weapon (the pencil).

Intercultural Educational Models

• Describes Uain's university model that integrates multiple ethnicities into its curriculum while respecting their unique cultural heritages.

Spirituality as an Educational Foundation

Ancestral Knowledge in Modern Context

• Discusses how spirituality forms the backbone of educational systems within these communities, linking ancestral wisdom with contemporary learning methods.

Future Perspectives Rooted in Ancestry

• Explains that their understanding of time differs significantly from Western views; past experiences inform present actions towards future outcomes.

CRISAC: A Holistic Approach to Learning

Systematic Integration into Community Life

• Introduces CRISAC—a system designed to integrate knowledge acquisition from early childhood through communal engagement based on age-specific needs.

Cultural Relevance in Curriculum Design

• Details how all subjects taught align with community projects aimed at fostering harmonious living while honoring spiritual traditions.

Overcoming Challenges in Educational Initiatives

Personal Reflections on Challenges Faced

• Shares insights into the ambitious nature of creating Vila Esperança amidst numerous challenges faced throughout its development.

The Role of Titles and Voices in Education

Importance of Representation

• The speaker emphasizes the significance of titles, stating that they amplify one's voice, comparing their experience with and without a microphone.

• They highlight the integration of ancestral knowledge into education, advocating for a school that respects cultural origins while adhering to scientific rigor.

Financial Challenges

• The speaker discusses financial constraints, noting that parental contributions cover less than 3% of the school's budget.

• They propose an alternative approach where parents invest their labor in their children's education instead of seeking external employment.

Identity and Advocacy

Personal Reflections on Identity

• The speaker shares their struggle with identity, identifying as "black" through cultural connection rather than skin color.

• They express frustration over historical documentation being inaccessible to marginalized communities, which hinders claims to heritage.

Systemic Barriers

• There is a recognition of ongoing difficulties in obtaining support from municipal or federal systems due to systemic coloniality.

• The speaker critiques the pride associated with colonial history in their city, which complicates educational discussions.

Engagement with Local Government

Limited Participation

• Despite respect from local authorities, the school struggles for representation in educational councils due to differing values.

• A respectful dialogue exists with local government but does not translate into meaningful participation in decision-making processes.

Educational Structure and Teacher Training

School Registration and Curriculum

• Questions arise about the school's registration status with MEC (Ministry of Education), prompting discussion on teacher training methods.

• The school has been operational for many years and adheres to curricular standards while incorporating unique educational philosophies.

Unique Teacher Development

• Traditional pedagogical courses are deemed insufficient for preparing teachers for this specific educational environment.

• Continuous professional development occurs through lived experiences within the school setting rather than formal training alone.

Cultural Integration and Community Involvement

Emphasis on Cultural Heritage

• The school incorporates cultural references throughout its design and practices, promoting community engagement across generations.

Legacy and Sustainability

• Discussion centers around ensuring the school's legacy continues beyond current leadership; maintaining community involvement is crucial for sustainability.

• A group of former students now supports younger educators, blending historical knowledge with contemporary teaching practices.

The Role of Education in Community Development

Importance of Community Figures

• The speaker emphasizes the significance of a community figure, referred to as "vovó," who plays a crucial role in children's lives and education.

• Micléia and other newly graduated educators are highlighted for their passion and dedication to providing a transformative educational experience.

Perspectives on Traditional Education

• The speaker expresses initial opposition to traditional schooling, advocating for life as the true school, particularly referencing African perspectives on education.

• Acknowledgment that conventional schooling often fails to meet the needs of diverse communities, leading to a call for an alternative approach.

Establishing an Alternative School Model

• Dom Tomás advises that what they are creating should be recognized as a school, despite its unconventional nature.

• The establishment of the school was initially supported by state partnerships during a time when public education was inadequate.

Educational Philosophy and Practices

• The focus is on integrating arts (theater, dance) into education to make learning enjoyable and engaging for children.

• The initiative aimed not only at enhancing public schooling but also at fostering creativity and joy in learning through various activities.

Challenges and Innovations in Education

Addressing Systemic Issues

• There is recognition that while systemic issues hinder educational progress, grassroots efforts can still create meaningful change within communities.

Constructivist Approach

• The school's model is described as constructivist, focusing on holistic development rather than merely academic achievements or diplomas.

Spirituality and Community Engagement

Call for Collective Action

• A plea for religious leaders to foster deep spiritual connections within their communities is made, emphasizing collective growth.

Resilience Through Faith

• The speaker reflects on the importance of existence amidst challenges, attributing resilience to faith and shared values within the community.

Gratitude and Reflection

Acknowledging Support Systems

• Gratitude is expressed towards spiritual guides (orixás), highlighting their role in supporting both personal journeys and community initiatives.

Commitment to Ongoing Efforts

• Despite challenges faced by the school resembling those found in hospitals due to high demand, there’s an unwavering commitment to continue serving families through education.

Vision for Future Education

Emphasizing Persistence

• A reminder about the necessity of persistence in facing challenges within educational endeavors is shared alongside an African proverb about trees forming forests together.

Upcoming Events

• Information about upcoming community events aimed at fundraising and engagement with local spiritual practices is provided.