Postado em: 7 May, 2026

SETA Project interviews Kimberly de Souza, the young woman behind the Abayomi Doll workshops

Boneca Abayomi - WWKF KELLOGG

Abayomi dolls promote self-esteem and appreciation for black identity.

In the 1980s, the craftswoman Lena Martins created the dolls, intending to foster self-esteem and appreciation for the black identity. The Abayomi dolls are handmade from black fabric offcuts and are not sewn. However, they are not only simple toys, but rather powerful pedagogical instruments used in schools and social projects to promote antiracist education and stimulate ethno-racial pride.

In an interview with the SETA Project, Kimberly de Souza, a resident of the Cafundó Quilombo, located in Salto de Pirapora, a municipality approximately 121 km away from the capital São Paulo, spoke on the symbol’s relevance in history, culture, and belonging.

The 19-year-old young woman spearheaded the administration of the doll-making workshop during the conference, “Learning Experience on Racial Equity 2030”, promoted by the W. K. Kellogg Foundation, in partnership with the SETA Project, last May. Check it out!

1. The Abayomi were created by the artisan Lena Martins in the 1980s to promote self-esteem and the appreciation of black identity. What are your opinions of this initiative? Do you think these dolls convey those messages, especially to the younger generations?

The initiative was extremely important because the message came across clearly. The majority of the youth who come to the Quilombo already have this outlook, one that values black identity. They arrived with the knowledge after having already researched the doll’s history before their visit.

2. Do you have any training to be an instructor for this workshop? What was it that sparked your interest?

I don’t have any formal training, but the fact that it is a black doll and these dolls are a part of my heritage really grabbed my attention. With that said, I was curious to learn more and, with time, I have been honing my skills.

3. What are your thoughts on the Abayomi doll workshop? Do you find that the participants are very curious? Are they more interested in the workshop itself or the symbolic meaning the dolls carry?

There was high demand for the workshop. Most participants asked questions and interacted. Some sought out the workshop and found themselves drawn in by its story, while others knew a little about its history and wanted to learn how to make the doll. There were even others who had never seen one before…. But at the end of the day, everyone takes a little bit of the meaning back home with them.”

4. In your opinion, how important is it that your community offers these workshops to visitors and, in doing so, celebrates Afro-Brazilian culture?

The most important aspect of the work is not allowing our culture to die and never forgetting what our ancestors went through so that we can be here today. For this reason, seeing people appreciating history and becoming curious about it is very gratifying.

5. When and why did the idea arise of putting the Abayomi doll workshop onto the Quilombo’s agenda of activities?

When we had learned about the story of the dolls and understood their relevance. We then decided to hold workshops in the Quilombo because it is a part of our history, and it represents who we are.

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FAQ

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Structural racism in Brazil has systemically hindered access to the right to equal and quality public education by black, quilombola and indigenous students. The quality of education that children receive in Brazil is deeply segmented by racial and socioeconomic status. And, today, it is identified that the gaps between white children and black, quilombola and indigenous children, in all basic education indicators, are persistent and more serious for young people aged 11 to 17. Black, quilombola and indigenous children and young people are the most likely to drop out of school, have higher exclusion rates and have lower educational levels. Therefore, they are assigned the less prestigious and lower-paying jobs as adults. Meanwhile, white students internalize the racial inequities they are exposed to in schools and replicate them as adults. When looking at learning indicators, it is also concluded that there are not only more barriers to accessing school for black, quilombola and indigenous children, but that once at school, these children are less likely to access quality education.

The SETA Project seeks to carry out transformative actions based on evidence resulting from studies that help to understand the complexity of racial relations in the country and the resulting problems that need to be faced. In this sense, it foresees a series of studies with national and regional perspectives in its territories of intervention, especially in Amazonas, Maranhão, Rio de Janeiro and São Paulo. The objective is to map the perception of society in general, of education professionals and students about racism, racial inequalities in general and in education, the effectiveness of policies to combat racism, the gaps in tools and methodologies to promote racial equity and successful strategies and good national and international practices that can inspire actions to value diversity and differences and mitigate inequalities, especially in the area of education.

1) Biannual public mapping survey on perceptions of racism in Brazilian society.
2) Biannual focus groups on school communities’ perceptions of racism.
3) Monitoring and evaluation of educational indicators with analysis of education indicators focusing on race, gender and territory.
4) Studies led by the organizations that make up the SETA Project on “indigenous school education”, “quilombola school education”, “educational trajectory of black girls”, “black youth, education and violence”, “impact of secondary education reform on deepening of educational inequalities” and “participatory construction of indicators and diagnosis on quality in education and racial relations”.
All of these productions are/will be made publicly available to assist society in the construction of qualified narratives, based on the portrait of reality, in defense of racial equity in education, in addition to guiding project actions.

THE SETA PROJECT – EDUCATION SYSTEM FOR AN ANTI-RACIST TRANSFORMATION IS A PROJECT SUPPORTED BY THE W. K. KELLOGG FOUNDATION, SINCE 2021, WHICH BRINGS TOGETHER NATIONAL AND INTERNATIONAL ORGANIZATIONS ACTING TOGETHER FOR AN ANTI-RACIST AND QUALITY PUBLIC EDUCATION.