Professoras negras : construindo identidades e prÃticas de enfrentamento do racismo no espaÃo escolar

AUTOR(ES)

Claudilene Maria da Silva

DATA DE PUBLICAÇÃO

2009

RESUMO

This work aims to analyze the ethnic-racial identity construction process of female black teachers and its influence in the curricular practices regarding racism in the school settings. Our theoretical stream has been Dubar (2005) as to understand the identity category resulting from two complex, heterogeneous and yet mutually articulated processes: The relational and the biographic one. We have discussed this category concerted with docent and black identities. We have discussed with the knowledge concepts according to FreireÂs (1997) and TardifÂs (2005) perspectives, and the curricular practices grounded on InÃs Oliveira (2003). We have used the life-stories autobiographic method because it has allowed us to recognize the black teachers as professionals and people. The work field was done in two phases and with 23 black teachers from the municipal school sphere of Recife, egressing from the first version of the Afro-Brazilian History and Culture Course held from October to December 2005. As data collection tools, we have used an identification questionnaire and a semi-structured interview. The ethnic-racial classification was used as per the teachers‟ self-declaration, and the ones who have declared themselves as black or brown were considered. The analysis from the teachers‟ life- reports was based on Laurence Bardin (1977), and was made by theme analysis technique. The findings indicate that the self-affirmation from the teachers as black people is crucial in the identity construction process. In this path, they mobilize knowledge which hail from different sources and are conditioned by the life trajectory of each teacher. The pedagogical action is strongly influenced by the perception of their ethnic-racial belonging and the mobilized knowledge acts as mediator element, between the recognition of belonging and the impulse for the changes in their docent practices.

ASSUNTO(S)

professores negros identity female black teachers identidade negra - professores racismo â professores curricular practices knowledge prÃticas curriculares black identity educacao

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