Saberes e narrativas docentes: memórias e experiências do ensino de história e cultura afro-brasileira no sertão alagoano

Abstract

By the sanction of law 10.639/2003, political debates on anti-racist education as an instrument in building an equitable society have been intensified. Much research on Education for ethno-racial relations has problematized challenging actions and themes to comply with this legislation. Thus, this thesis started from the hypothesis that the teaching knowledge is configured as a mechanism that interfere in the standardization of school education, by changing expectations and (re)creating realities. Facing this problematic context, our research aimed to analyze the constitution of teachers’ knowledge on Afro-Brazilian culture in the sertao of Alagoas-Brazil, relating them to their respective History teaching practices and, through a post-structuralist approach, understanding how such knowledge had been constructed and subjectivated throughout these professionals’ life stories. For this, we articulate methodological assumptions that carry out a genealogy of the “I” (ROSE, 2001) through pedagogical mediation of the experience of the self (LARROSA, 2011). We proposed to these research individuals some self-critical and self-regulatory mechanisms that stimulated self-assessment, by narrating, reflecting, assessing themselves so as to create conditions to transform themselves from the identity constitution concerning ethnic criterion and ways of dealing with black culture. While reconstructing and narrating memories, teachers presented how the African culture theme emerged in their personal and professional lives. We adopted oral interview techniques (ALBERTI, 2013) and the Foucaultian-oriented discourse analysis (FOUCAULT, 2012; 2014). So, we have identified not only different artifacts, relationships and contexts that have hindered the implementation of law 10.639/2003 in History teaching, but also possibilities for engagement and searches for effective anti-racist pedagogical actions by these teachers. From data analysis, we were theoretically based on the epistemology of professional practices (TARDIF, 2002), in which teaching knowledge has complex, open, multiple constructions, and also oriented, produced and transformed by everyday teaching practice. We perceived that teaching knowledge transforms the insertion of the African-Brazilian culture theme in school curricula through a complex, tense and disputed intersection of scientific, media, political, normative and moral discourses that are articulated in the practice of History teaching. This operates selections, justifications, interdictions, celebrations, dominations and exclusions, among other forms of exercising power that make use of ethnic criteria. From this diagnosis, we categorize three types of practical knowledge: intermittent, destabilizing and militant, which, more than isolated actions, demonstrate that gradually there are political, theoretical and methodological shifts and realignments that have being carried out within a new culture teaching professional, considering ethno-racial criteria.