Narrativas de professoras negras na intimidade do ambiente escolar: desdobramentos da lei 10.639/03 em torno do saber docente

Abstract

As a result of manifestations led mainly by black social movements, the mandatory teaching of African and Afro-Brazilian history and cultures became a reality in Brazil through the Law number 10.639/03; which covered all institutions of primary education. The present study aims to analyze the narratives of black female teachers working in a city located in the State of São Paulo, attempting to highlight knowledge built in the school environment, potentially facilitating a better understanding and applicability of the law 10.639/03. This study intend to answer the following question: How can the knowledge produced through the narratives of black female teachers explain how the law unfolds in the in Primary Education schools? We assume that the knowledge of black female teachers can contribute to the understanding of the law 10.639/03. Their knowledge help make the law more present, active and less folkloric in the school environment, particularly when it comes to black and marginalized bodies. To accomplish the purpose of the study, the researcher assumes that racial democracy is illusory in our country (Brazil). The erroneous and, perhaps, naive perspective of this phenomenon hinders and damages the understanding and the praxis of the referred law. In order to communicate with anti-racist education in schools it is initially understood that the regulations of educational institutions promote a differentiation of the expression of the black body of the student; relativizing whether such expressions are due to the oppression that such body faces articulated by the privilege of the body that is not black. Employing a qualitative research approach, this case study gather information through analysis of narratives, memories and knowledge (written and oral) of black female teachers shared with the researcher. A semi-structured questionnaire was further used to characterize the participants, contextualizing the collected information with the research goals. The analyzed information highlighted the relevance of the place of speech of the black individual in the school environment, whether as a student or educator. The narratives bring rich facts and feelings from trajectories that experienced oppression in diverse scenarios throughout their education, including watchful and powerful looks that illustrate racism to be fought in society with the contribution of the law 10.639/03. Thus, through the research, the content identified in the narratives demonstrate questions that are paramount for understanding the importance of the applicability of the law as a way to identify structural racism in the school environment, representativeness of black culture, importance of ethnic-racial relations, and the deconstruction of the current social standards, among other desired advent issues of the law 10.639/03. These questions exemplify the need for laws aimed at the current theme, making these contents benchmarks in the formation and development of human beings. Furthermore, the narratives served as inspiration for the researcher to develop an educational product that used "comic strip" as pedagogical tool. Beyond illustrating, leading and not interrupting the participants' speech, the product may become a pedagogical tool in the future to introduce and establish dialogues about the referred law and its aspirations in the primary education schools.