Transgressões educacionais: mulheres negras, favela e educação

Abstract

The dissertation investigates knowledge production within favela territories, based on the life trajectories of two Black women educators connected to the Aglomerado Santa Lúcia, in Belo Horizonte. Grounded in an autoethnographic methodological approach, in dialogue with escrevivência and conversational methods, the study seeks to recognize the knowledge that emerges from experiences marked by race, class, and territory as legitimate and relevant epistemologies within the field of education. The research is organized into five chapters, moving from the methodological pathway to critical analyses of the favela as a political, historical, and symbolic category. It articulates personal and collective memories, aiming to shift the gaze away from stigmatized and marginalizing perspectives. The study is primarily grounded in the work of Black women thinkers such as bell hooks, Beatriz Nascimento, Lélia Gonzalez, Sueli Carneiro, Patricia Hill Collins, and Nilma Lino Gomes, whose contributions enable a critique of epistemicide and a reflection on the possibilities of counter-hegemonic pedagogical practices. Four analytical axes structure the research: territory as epistemology; body-memory as a source of knowledge; education as transgression and a practice of freedom; and affectivity and collectivity as political practices. As a practical outcome, the dissertation presents the first episode of a documentary series bearing the same title as the research. This production adopts a counter-narrative perspective on dominant representations of favelas and Black subjects in education, constituting itself also as a pedagogical strategy.