Narrativas de professoras de Língua Portuguesa e Literatura: Vozes negras em busca de possibilidades para o trabalho com a lei federal 10.639/03 na Educação Básica

Abstract

The research, presented in this dissertation, aimed to investigate emancipatory pedagogical practices of Portuguese Language and Literature teachers from three distinct municipalities of the State of Rio de Janeiro. These are pedagogical practices considered as "daily affirmative microcredit" (JESUS, 2004; 2011), which contribute significantly to the construction of less hierarchical racial relations, understood in the perspective of an antiracist education. From the teaching narratives, it was also possible to make a critical-reflexive exercise of the teachers-participants about the reasons that led them to search for ways to accomplish this affirmative work in the area of Portuguese Language and Literature. In this sense, autobiographical narratives are the methodological option of research, inspired by Afro-Brazilian civilizational values (TRINDADE, 2005; SILVA, 2005), highlighting "circularity", perceives "memory" and "orality" as important formative possibilities based on the exchange, co-construction and acquisition of knowledge that emerge from individual / collective experiences. The interview and the talk wheel were the privileged methodological procedures in this study, favoring the consolidation of narrative spaces. Theoretically, the research is based on the contributions of Marie Christine-Josso (2007) and Antônio Nóvoa (1992) in what they propose as an understanding of teacher education based on life history, experiences and self-reflection on practice. They also help to think about the context of ethnic-racial relations and their process of re-education, the studies of Kabengele Munanga (2005), Nilma Lino Gomes (2005), Neusa Maria Gusmão (2013), among others In recent years they have dedicated themselves and / or are still dedicated to a consistent analysis of the existing racial tensions in Brazil and the policies of affirmative action, which in the field of education, act in the sense of fighting them. Guided by the aforementioned references, this study seeks to contribute to the awareness and training of professionals who can work towards re-education for ethnic-racial relations, contributing to a more humane and just society, respecting and affirming their differences. Aiming at a more humane and just society, respecting and affirming their differences. Thus, without intending to conclude, but to open paths, I emphasize its importance for the field of research-training, for the value of shared autobiographical narratives, collective experiences and the interlace of the life histories of black teachers, participants in the work. In this study, specifically, negritude stood out as the most expressive link in the search and implementation of affirmative practices in school.