Abstract
This paper displays the interface between Education and Communication fields for developing narratives that can identify leadership among women who daily live social inequalities and violence. These studies, debates and researches happen at AFRODIASPORAS Research Center about Black Women, Audiovisual Culture and Educommunication in Urban Peripheries - Rio de Janeiro State University (UERJ) - School of Education from Baixada Fluminense (FEBF), Duque de Caxias city, RJ, Brazil.
Highlights
WHO WE AREAs a member of the social justice-focused international network Women Leading Education Across Continents (WLE), which launched in 2007, Rosangela Malachias, the first author, made contact with the leadership concept as a main issue in the education field
This paper explores the interface between the fields of Education and Communication with respect to developing narratives that can identify leadership among women who live daily with social inequalities and violence
The second introduces a young black filmmaker who produces new portrayals of the Baixada Fluminense (BF) region. Both studies show the authorship of the interviewees, demonstrating that education and black consciousness empower people to become leaders who respond to social exclusion
Summary
The AFRODIÁSPORAS Research Center was launched in 2016 as a space created to bring together researchers, students, members of social movements or collectives, and other interested people from the Rio de Janeiro community who are committed to dismantling racism. The research addresses black feminism; black women; cultural production, audiovisual culture with black agents as protagonists; black and African photography and cinema; schooling processes and access to higher education for the black population; studies on the trajectories of black subjects; the thought of black intellectuals made invisible by the academy. All of these topics can be deepened by the interfacing of Communication and Education in ethnic-racial and gender relations, intersectionality, media studies, educommunication methodology, and advocacy practices. At AFRODIÁSPORAS, non-formal education is framed by Gohn’s (2014) work, which considers it to be an educational process of a sociopolitical, cultural, and pedagogical character that develops learning and affects citizenship formation and the emancipation of subjects
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