Do diário de uma parteira ao diário de uma professora das infâncias: memórias, histórias e formação docente

Abstract

A girl received a little notebook from her mother. It was a diary: “the diary of the midwife Dona Sebastiana,” it was written that way on the inside of the cover. The girl kept it carefully and forgot about it. One day, she found the little notebook again and wondered: how/who/in what in what way was it written? Now, she is no longer a girl, but a black woman-mother-teacher-researcher-narrator-author, and especially, a granddaughter. She is the author of this dissertation, willing to write - or continue writing - about the interconnections between the life story of her grandmother, a midwife, and her own, as a childhood teacher. Therefore, the work uses the theoretical-methodological approach of narrative (auto) biographical research as a guide for the journey, addressing the following study questions: how did heteroautoecoformative movements mobilized/mobilize the life story of the midwife and the childhood teacher? What does the life story of a black-illiterate- midwife-storyteller woman teach about formative processes and social inequalities? What are the repercussions of Dindinha’s (formative) presence in the life-formation of the granddaughter-woman-mother-teacher-narrator-author? The narrative sources used were: the Midwife’s Diary; transcripts of interviews-conversations with family members, neighbors, and others; documents collected about Dindinha’s history; photos from her own private collection; as well as the author’s narratives and materials from her work as a teacher of young children. Finally, some of the lessons learned from Dindinha through the memories shared by each interviewee were gathered. Like the importance of maintaining faith and joy in living, the value of education concerning writing and reading, a sense of common unity, and always being ready to help those in need, among many other life lessons.