“Eu sou pretinha também!”: diálogos com oralituras e escrevivências de infância de jovensnegraslicenciandas da Faculdade de Formação de Professores da UERJ, campus São Gonçalo

Abstract

I choose, in this research, to walk entangled with narrative writing. Therefore, the first person is invited to the dance, moving back and forth in time, which shapes my process of narrating. This research focuses on oralituras and escrevivências of childhood experiences of youngblackstudents pursuing teaching degrees at the Faculdade de Formação de Professores, Universidade do Estado do Rio de Janeiro, São Gonçalo, in the context of a master’s program in Education, Formative Processes and Social Inequalities, linked to the research line Teacher Education, History, Memory, and Educational Practices. The issue that inspires my research desire is: what are the contributions of territorialities and peripheral subjects to and with Black childhoods? The methodological approach will be guided by these escrevivências, embracing their defiance and the desire for narratives written by Black women, as evoked by Conceição Evaristo (2020). I follow the question: what do Black women pursuing teaching degrees wish to narrate about their childhood memories intertwined with their life and educational formation? (Araújo, Bragança, and Prado, 2021). Black childhoods emerge in this research starting with my own story, as a Black girl born and raised in a peripheral neighborhood of São Gonçalo, RJ. I experienced the challenges imposed by racism within formal education but also the bonds of solidarity among families on the dirt road of my grandmother Maria Honorina’s backyard, which encouraged me to raise my voice. On this path, which has been unfolding throughout the research process, I conducted three conversation circles inspired by Sousa (2021) with four Black women pursuing teaching degrees: Ana Luisa, Jéssica, Rafaela, and Rayane, students of Geography, History, Pedagogy, and Mathematics, respectively From our meetings, I drew threads from the childhood narratives of these student teachers to understand the life-formation processes they experienced during their childhood as Black girls. Additionally, I seek to explore how these Black girls they once were contribute to shaping the teachers they are becoming. The main results highlight the enunciative power of the knowledge shared in the conversation circles and the importance attributed by the participants to the knowledge and solidarity ties cultivated in the peripheral neighborhoods of São Gonçalo, where they grew up.