Tornando-se professora de química : na e pela cultura do quilombo Ribeirão da Mutuca

Abstract

This work is the result of a narrative investigation carried out in the Ribeirão da Mutuca community, located in a Quilombola territory, belonging to the municipality of Nossa Senhora do Livramento, in Mato Grosso. Its objective was to investigate the process of teacher formation of a Chemistry teacher at the beginning of her career in the Quilombo Ribeirão da Mutuca through an (auto)biographical narrative. Methodologically, the research is part of the qualitative approach, using the method of (auto)biographical narratives. In this type of research, the data come from a personal narrative that contributes both to the training and constitution process of the teacher-researcher and to other teachers involved in teacher training. In addition, the study contributes to the understanding of the teacher training processes experienced by an ethnic group different from the dominant one, providing a decolonial rupture with the production of knowledge about teaching. The following were used for data production: writing of the (auto)biographical narrative and analysis of the class diary. The research collaborator is a teacher at the beginning of her career in a Quilombola community who is the researcher of this work. The initial results of the research demonstrate that the teacher's formation as a teacher was marked by life experiences of the Quilombola culture and ethnic-racial issues and that the beginning of the teaching career is marked by the main aspects that permeate this phase. However, the possibility of producing and reflecting on one's own life story, including aspects of school life and professional training, indicate paths that collaborate to better control the impacts and influences of this period of the career on the constitution of Quilombola teachers. We believe that it is essential to establish a relationship of respect and dialogue with the Quilombola community, recognizing and valuing their knowledge and practices, in order to build an education that is truly inclusive and emancipatory. Based on lived experiences and theoretical analyses, this dissertation seeks to contribute to the debate on the importance of valuing Quilombola culture in teacher training. The (auto)biographical narrative in the context of this research-training process proved to be an opportunity to strengthen my cultural identity, which will be reflected in my teaching practice in the future, promoting a teaching style that values people's stories and knowledge. This journey taught me that education is an act of love and respect for cultural diversity, essential for building a more just and egalitarian future.