Trajetórias de vida de mulheres negras e suas colaborações para (re)Educação das relações étnico-raciais

Abstract

The present dissertation deals with the life trajectories of black women who work in Education, aware of their own racial identity and of the anti-racist struggle, in the expectation of verifying whether the schooling process contributed to their social ascension, whether oppressions decreased or if form gave the apparatus to fight them and motivate new trajectories. Therefore, we start from the understanding of race as a socio-historical construction, analyzing the obstacles and advances in the trajectory of the black population and understanding racism from the contributions of Almeida (2018) who highlights it as structural and structuring, since the organization of society supports the perpetuation of the status quo. Aiming to reach new epistemologies, we spoke with researchers from the theoretical perspective Modernity / Coloniality (MC), such as Quijano (2005) and Bernardino-Costa and Grosfoguel (2016), and also, with black feminists such as hooks (2017) and Ribeiro (2017) to we emphasize decolonial education and black feminist thinking as motivators to reach a new way of thinking about society and the dynamics of social relations, and thus we propose to insert black women in the category of knowledge-makers who instigate (re) Education of relationships ethnic-racial, which is of great value for the black population, but also fundamental for society as a whole, since racism and other oppressions affect everyone and not only those who are on the receiving end of dehumanizing processes. Through the narratives of the education professionals interviewed, we verified the importance of representativeness being linked to the social and epistemic place in order not to contradict the anti-racist struggle. And we can also see the impacts on the worldviews and the views on the school of Renata, Mônica and Edna from their experiences. We rethought the role of the school in the face of the structural exclusions that affect it, based on the collaborations of the black women interviewed and the dialogues with Gomes (2008 and 2012) that highlights the need for the decolonization of curricula, Candau (2008) and Zeichner (2008) who lead us to reflections on respect for human rights and social justice, respectively. Finally, we conclude that black women are powerful, life stories teach and corroborate for the good of all, blacks and non-blacks.