A construção dos sentidos de ser negra(o) - experiências de racismo nas trajetórias de estudantes do ensino médio

Abstract

The school constitutes as a field of extreme importance in the translation of diverse ways of social organization, which allows the claim that it marks the life history of those who attend it. However, considering the processes of construction of the ethnic-racial relations, it is necessary to understand how the school has marked the lives of black students. In view of the above, on this paper we discuss the comprehensions of being black produced by students out of their school experiences. In order to understand such questions, we take the institutional racism as the central element of analysis, the one which anchors itself on the discourse of racial equality in education, being a reflex of a historical collection of institutional relations established in the domains of racista domination. We anchor in feminist and antiracist epistemologies from pre-colognial and decolinial authors, commited with an implied practice, which stablishes on the "dialogy" between those who write and the investigation subjects. Our methodological pathway has been built with the aid of participant observation techniques, field diaries and individual interviews; as to analyze and understand how the students notice the historical and political construction of the ethnic-racial relations in Brazil; how themes related to ethnic-racial matters are tackled; how the school culture interacts with youngster cultures regarding the dimension of ethnic-racial relations; what the understanding of students regarding the fight for racial equality in the education field is; and what the movements of resistance in fighting racism at school are. Thus, in the face of the analysis in na intersecional perspective of the materials steeming from the field diaries and the áudios transcripted from the individual interviews, it has been possible to understand that the black students' school experiences are traversed by histories of daily racism that gains legitimacy in the school and outside of it. It has also been possible to understand that even with the existing policies that promulgate education to ethnic-racial relations, the school has yet perpetrated through institutional racism, the position of not adressing the contentes of african history effectively, as well as it has rended the manifestation of black culture invisible inside school spaces. This way, without the presumption of exhausting the comprehensions, but also bringing my view as a black researcher at schools, we stablish a commitment with the antiracist fight in the breadth of the speeches and experiences which have been brought over. If the school, through diverse real and symbolic mechanisms perpetrates the maintenance of racial inequalities, it turns itself into na important place where these issues can be overcome. Thus, the perspective of black students on their schooling process is necessary to the diffusion of existing affirmative policies and the promotion of public policies in education that aim on reducing racial gaps.