A imagem de afirmação de professoras da educação básica : uma discussão mediada pela dimensão pedagógica do cinema negro

Abstract

This dissertation is the result of a research based on the life history of black teachers from public elementary schools in Nobres-MT. It aimed to perceive the positive affirmation image of these teachers in an analysis based on the influence of the relations of race and gender in this construction as well as to understand the process of struggle and resistance against the forms of oppression to which they are subjected as black women and teachers. Methodologically the research is characterized as a qualitative approach based on Minayo (2007), using the oral history of life method according to Chizzotti (2011) in dialogue with Telles (2002), Benjamin (1994) and Deleuze (2007) for exploration of the narrative diegeses of the research subjects. For the production of data, different instruments were used: field diary, semi-structured interview and questionnaires in order to make possible the most reliable understanding possible of reality. The research participants are four black teachers from state schools. Theoretical contributions were considered, especially: Prudente (2010), Fernandes (2008), Azevedo (2005), Pereira (2013), Nascimento (1961), Carneiro (2011), Gomes (1995) and Freitas (2017). The results of the research demonstrate that the black woman who dedicates herself to the profession of teacher had in her history a course of struggle to achieve a social mobility and to ascend professionally before situations of exclusion and racial and gender discrimination that are part of their daily life. The participants report moments that many racist or discriminatory practices are implicit in their daily life and denounce the barriers that are put to the Brazilian black population. The research still demonstrates that the black woman and teacher have a well-defined positive affirmation image that reflects the process of resistance developed during their personal and professional lives. In this context the value of epistemology for the recognition of hers intellectual and subjective capacity is highlighted, and such a characteristic helps to ascend socially. It is through the domain of knowledge that black women and teachers become a subject of the historical process and defend that the school space becomes a reference environment for a contemporary education that values the democratic practices of living with the diversity that corroborate to the fullness of the human being in a libertarian way.