Mulheres negras na educação: narrativas da trajetória socioeducacional de professoras negras da Vila de Mazagão Velho-AP.

Abstract

The present research consists of a reflection on the socio-educational trajectory of black teachers in the village of Mazagão Velho-AP. The analyzes from the decolonial perspective allow us to understand the perceptions of these black women inserted in social spaces, whether in the family, at school, at work, and how personal experiences marked, mark and demarcate their presence in these spaces. As methodological choices, the Case Study was chosen as a method, through a Narrative research that provides greater proximity in the understanding of the interaction between the narrator and the social context, using a Qualitative approach from Field Research carried out through Semi-structured Interview and Direct Observation, with seven teachers living in the village of Mazagão Velho-AP, locus of the research. The collected data were treated through Discourse Analysis that allows us to understand, through language, the interaction between the interviewees and the world in which they are inserted, showing that the trajectories of our interviewees bring, some, the marks of colonization that remain firm. , masked by colonialism, but which are daily and hard fought through the struggle and resistance against the various forms of racial and gender prejudice and discrimination in the face of black women. In this way, we hope to contribute to the discussions and academic productions that disseminate studies aimed at black women, especially in the state of Amapá, as a way of propagating and valuing debates on gender, identity, race, ethnic diversity that confront racist and prejudiced practices still present in Brazilian society.