Trajetória de professoras negras em Delmiro Gouveia/AL: memórias e identidades

Abstract

The present work, entitled Trajectory of black female teachers in Delmiro Gouveia/AL: memories and identities, has as main objective to analyze the process of identity formation of female teachers based on their experiences as black women and educators. It seeks to understand how the ethnic-racial recognition of teachers can affect the development of students in the construction of ethnic-racial identity. In this context, a discussion about the meaning of identity is discussed by authors such as Munanga (2020) and Gomes (2005) in relation to black identity. Given this, notes are made on the condition of black women in Brazilian society, presenting black feminism in the fight against sexist and sexist thoughts, having as reference authors such as Carneiro (2003) and Ribeiro (2017). Following this line of thought, the discussion about the insertion of black people in the school space is encouraged, since the subjects of this research are black teachers. In this sense, it explains about important figures and movements that were fundamental in this process in which black people fight and resist a segregationist society. In this path of struggles and resistance, the law 10.639/03, which makes studies on African and Afro-Brazilian culture mandatory, is considered a great achievement of the black movement. This research seeks to identify the effectiveness of law 10.639/03, demonstrating the pros and cons that interfere with its applicability. Based on the interviews, it is understood that the construction of ethnic-racial identity depends on several factors. The Family becomes fundamental in this process, in addition to the knowledge and appreciation of black aesthetics. The self-declared black teacher can influence students in the process of building a black identity. Racism is something that is still ingrained in society, present in everyday life, often in a veiled way and others in a totally explicit way. The research is theoretically based on authors who discuss black identity, black feminism, education and gender relations. The research is qualitative and has oral history as a methodological resource, that is, it uses semi-structured interviews as data collection.