Deslocamentos identitários de gênero e raça de professoras negras na educação escolar quilombola em Minas Gerais

Abstract

The present research sought to analyze the possible displacements of gender and race, experienced by teachers inserted in the context of Quilombola School Education (EEQ). Thus, the realization of this investigation was guided by the following central question: what are the gender and racial identity dislocations that these subjects carry out in teaching when confronted with EEQ. In the Brazilian educational context, studies produced regarding teachers that work in this modality, with the specific cut in intersectional analyzes of gender, race and class, are still incipient. Thus, we seek to understand, from (biographical) narratives, through the experiences and life experiences of these teachers, how the notions of race, gender and class are articulated by them. The method allowed a closer approximation with the subjects of this research. The dialogue took place with five self-declared black women, professors in the EEQ and who participated in the First Training Course of Primary Education Teachers in the Remnant Communities of Quilombo of Minas Gerais. The narratives of these subjects are loaded with power, in what each of them has of singularity and collectivity in the process of conceiving identitary displacements of gender and race. The results obtained point to the need to break with the idea of representation of black female teachers, still rooted in the Brazilian social imaginary. In other words, it means to say that the way in which the subjects construct their experience in the magisterium, in the EEQ, takes place in a very singular way. This singularity comes from displacements such as: feminization of the magisterium, black quilombola feminism and socio-political, political and territorial confrontations. . It is in this sense that productions, regarding black feminism in interface with the concept of intersectionality, help to understand different forms of oppression that permeate their personal and professional experiences. The study revealed that the continuous formation and the quilombola movement consist of one of the main educational agents in the sociopolitical action of these women. After all, from their engagement, in this movement, it is possible to perceive, in their narratives, the defense of territory, the rights of black women and the EEQ. It is through the socio-political action, in different spaces of militancy, that they seek to insert new pedagogical practices in the classroom for the implementation of the National Curricular Guidelines for Quilombola School Education in Basic Education. From the displacements carried out, it was also possible to perceive that the teachers experience confrontations different from those experienced by teachers who work in the territories located in the urban centers. Thus, it is understood that it was worked with displacements which relate to the emergence of a new political subject, to be a woman, a black teacher in the quilombola social context. Finally, the research also showed that the feminization of the teaching profession is constructed by the teachers in a way that is re-signification, since they take a place in the socio-racial hierarchy, at first not reserved. This situation leads to the positivation of displacements of gender and race belongings, thus generating a process named as inverted subalternity.