Marabaixo in Amapá: Psychosocial and Educational Strategy Against Structural Racism
Bibliographic record
Abstract
This article aims to review the literature on the impacts of racism on mental health and to explore Marabaixo as a cultural and educational practice that promotes resilience and strengthens identity among Afro-descendant communities in the state of Amapá, Brazil. A narrative literature review analyzed relevant qualitative and quantitative studies on the psychological effects of racism and the role of cultural interventions in the context of mental health. The data were analyzed using thematic analysis, identifying three main themes: the psychological impact of racism, Marabaixo as a resource for cultural and educational resilience, and the strengthening of Afro-Brazilian identity. The findings indicate that racism is a significant stressor that leads to negative mental health outcomes such as anxiety and low self-esteem, especially in children and adolescents. Marabaixo, in this context, is distinguished as a cultural and educational intervention that reinforces self-esteem and a sense of belonging, providing emotional support and community strengthening. The results suggest that Marabaixo is not just a cultural celebration, but a resource of resistance and social cohesion that contributes to the psychological well-being of the student. This study reinforces the importance of cultural and educational interventions in promoting mental health and highlights the need for public educational policies that value Afro-Brazilian cultural practices as tools for enhancing identity and promoting resilience.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".