Refúgio na educação: escritas migrantes e escritas refugiadas de mulheres negras na diáspora

Abstract

This study aims to understand the importance of writing in education as a refuge, especially for Black women in situations of migration. It analyzes how migrant writings act as instruments of identity formation, the construction and strengthening of education, configuring a space of shelter, expression, and resistance. These narratives offer a decolonial perspective, revealing Black bodies in diaspora that, through words, narrate their escrevivências, lived experiences that preserve memory and meaning. The general objective is to understand how migrant writing contributes to identity formation and education as refuge, particularly for Black women in vulnerable contexts. Specific objectives include investigating how migrant writings articulate experience, memory, and identity; analyzing the relationship between writing, refuge, and education; identifying decolonial dimensions present in the narratives; examining works by Buchi Emecheta and Scholastique Mukasonga; and contributing to the academic debate on migration, gender, race, and education. The research is situated at the intersection of gender studies, postcolonialism, education, and African literature, articulating concepts such as diaspora, identity, and refuge. It adopts “escrevivência” as a methodological approach, understood as a practice that unites lived experience and critical analysis of social reality, expanded by Kimberlé Crenshaw’s intersectionality perspective. The methodology includes a bibliographic review and qualitative analysis of the works A Beautiful Certificate (Um Belo Diploma) and The Joys of Motherhood (No Fundo do Poço). The study demonstrates that migrant writing constitutes a practice of resistance, memory preservation, and identity affirmation, revealing its relevance as an instrument of educational formation and transformation.