Corpos em potência: narrativas imagéticas de professoras na produção de outras existências negras/racializadas possíveis

Abstract

This work discusses the image which has been produced socially, historically and culturally about who the black/racialized teachers are, bringing concepts about face and rostity as Deleuze and Guattari´s concepts (2012), with the possibility of deconstructing and de-rostification of such image, from photography as a research-intervention device. As we understand the face produced on black/racialized women-teachers starts from the truths engendered about them from the dominant view, in a racist and sexist patriarchal society, in a power relationship of white men over these subordinate women, presenting and representing them as things and objects without autonomy and desires. Five black/ racialized teachers from municipal, state and federal educational institutions in the metropolitan region of Rio de Janeiro, stood in front of the camera during photo shoots conducted in the studio set up by the Curriculum Research Group, Audiovisual Narratives and Difference (CUNADI in Portuguese), to present and self-represent themselves in the process of becoming-imagery (GONÇALVES; HEAD, 2009), discussing racism, sexism and the ´teacher-face` through the production of other possible images about themselves. From their individual strengths, they set out to create other images about being a black/racialized woman and teacher beyond teaching, without trying to build a common, collective image, in its singularities, generating implications for teacher training and self-education with curricula practiced in schools and culture. From their oral narratives, we present the ways in which they identify and perceive themselves as black and/or racialized in the multiple processes of racialization and subjectivation, with several problematic issues about mestizo and black identity as a subject in the Brazilian context. In this way, each one presents how their racialized bodies are received, seen, pointed out, marked, judged in spacestimes insideoutside schools and their implications for curricula. Used as a theoretical-methodological- epistemological apparatus, the research in/of/with the everyday life studies, in which the oral and imagery narratives are important tools to raise perceptions about teaching practices from its representations allowing to reflect on the subjects constitutional processes from their practices in multiple educational networks, insideoutside schools, constantly inventing and reinventing their own existence.