Travessias (Apr 2020)
Teacher Autobiography: the ethnic-racial identity construction in a teacher education process.
Abstract
This study aims at reflecting on social and racial issues related to the teaching practice in school contexts. Through a qualitative research (Minayo, 2001), personal reports and diaries written by one of the authors during her PIBID (Institutional Program for Pre-Service Teaching Scholarships) are used, in order to better contextualize the school scenery to be problematized and analyzed. This research identifies and focuses the erasing of Afro-Brazilian cultures in the school space, and then goes on to discuss how this directly influences subjects education and, mainly, pre-service teachers, drawing from references on ethnic-racial issues (Munanga, 2004a, 2004b, 2015; Moore, 2007; Ferreira, 2014), and teacher identity (Nóvoa, 1992; Romero, 2010; Souza, 2010, 2016). Thus, the center point is to problematize, through an autobiographical perspective, how ethnical-racial erasing present in school discourse may construct great barriers and the not acceptance of the self for students originating from lower social classes. It is relevant to point out that the black ethnicity thematized, in spite of encompassing the majority of the Brazilian population, is still despised in the school context. Although the specific data derive from a personal narrative, the authors believe that this investigation may contribute for the reflection of pre- and in-service teachers in dealing with students from an ethnicity other than the dominant.
