Memórias, saberes e fazeres de professoras alfabetizadoras do Município de São Gonçalo: a construção de propostas antirracistas tecidas com o cotidiano escolar

Abstract

This master's thesis is linked to the Postgraduate Program Training Processes and Social Inequalities at the Faculty of Teacher Training at the State University of Rio de Janeiro (UERJ-FFP) and the Research Line Teacher Training, History, Memory and Educational Practices. Qualitative in nature, this research aims to share the implementation of anti-racist pedagogical practices by literacy teachers developed collectively, with the active participation of children, at Colégio Municipal Irene Barbosa Ornellas, located in the Jardim Catarina neighborhood in São Gonçalo/RJ. The research takes ancestry as its starting point, choosing two women who preceded me, with whom the blood ties are manifested, my great-grandmother Marcionilha and my mother Arlinda. The stories narrated by my mother evoke the presence of my great-grandmother Marcionilha and her claim to the right to write denied to her. I am inspired by the Yoruba proverb that says “Exu killed a bird yesterday with a stone he only threw today”, which announces the reversibility of time. I find in the conception of spiral time, the understanding that there is no beginning, middle or end, but a determined action. In this way, even the past can be reinvented. I dare to write a memorialistic research, which investigates the lived experience and announces itself as Pesquivivência, already initiated by them and so many other black women, who built a history that was not kept in the past, but is announced in the present and the future, like a stone that looks the bird in full flight. My mother, whom I identify as my main donor of memories, moves reflections on: the migratory issue of black people, domestic work, ageism, matripotence, black childhoods, the demand for school as a formative and resistance space, intersectionality, writing in experience, death /life, other ways of existing and (re)existing. Shared through my writings, the writing of the I-we manifests itself, inviting teachers and children to tell their stories, which meet my story, through the experience of racism. Using conversation circles and sensitive listening as methodologies, the “little anti-racist manual” was born, a statement by children about the causes, effects and ways of confronting racism. I write my story and invite writing, teachers and children, because we have a lot of stories to tell.