Escola, memória e dor: jovens negros na educação básica de Delmiro Gouveia - AL (1990-2010)

Abstract

Memories carry multiple events and moments marked by every day in the history of each subject, and can periodically define their reflections, taking positions and choices in society, that is, the subjective is marked by the rules that society standardizes, but to its own I can speak for myself, too. The order of discourse historically precedes strategies and practices of control and training of bodies, using knowledge to gain power, however, the same forms that produce knowledge and powers do not become entirely effective because of the complexity of the identities of the subjects who problematize the structures and rely on groups that (re) think historical discourses. This research carried out in the city of DelmiroGouveia-AL shows how the narratives rescue the experiences of racism in the school environment of the subjects interviewed declared blacks. Starting from the time cut from 1990 to 2010 based on the IBGE statistics, Law 10.639 / 03 and the narratives of the interviewees' school phases, we can see that the racist practices are routinely reproduced in different spheres of society, so that the school does not shy away from this context, and ends by reaffirming them when it should deconstruct them. I use as some of the theoretical references the authors Foucault (1987), Gomes (2013), Silva (2009) and Alberti (2013) in order to understand problematizations about subjectivity formation and discourse analysis, Afro-Brazilian culture and ethnic relations, of school curricula and oral history.