"VOCÊ NÃO É BRANCA, VOCÊ É MORENA": reflexões acerca da formação e atuação docente para uma educação antirracista

Abstract

The present study aimed to reflect on the mechanisms for the maintenance of racism in institutional teacher education in Brazil through a self-narrative analysis of my formative trajectory composed of family, church, school, academy and professional activity. To meet the demands of this autobiographical work, we chose as theoretical support the ideas of Souza (2004) who bring approaches to the importance of teaching narratives and the ideas of Paulo Freire (1970) with critical-reflective pedagogy and its approaches to decolonial thinking. Furthermore, this self-narrative analysis will have racial discussions based on the ideas of Almeida (2019) with the conception of institutional racism and Shucman (2012) with the discussions about whiteness as a guideline. The perceptions found revealed that the facets of racism permeate teacher education in different ways, such as the naturalization of violence against black bodies, the silence of racial discussions in the educational curriculum and the possession of symbolic and material privileges of the white population. In this sense, based on the Freirean perspective of emancipatory education, it is clear that racism makes it impossible to combat social inequalities and social transformation, maintaining the status quo in Brazilian society. Therefore, it was necessary to think about strategies to combat this system of oppression and, based on Gomes (2018) and his ideas about the pedagogy of diversity, one that considers race, gender, age and culture, some possible paths were reached. from anti-racism in Basic Education as well as from militant didactics. Finally, it was concluded that the knowledge acquired during the teaching training process gives new meanings to the pedagogical praxis. The research resulted in an educational product named Almanaque Alfabetizador Afro-Brazilian based on the anti-racist perspective, consisting of literacy activities and reflections regarding racial discussions that will feature interventions, new creations, contributions and reconstructions from our peers throughout this reflexive-formative process