Vivências e experiências de professores negros/as no ensino superior

Abstract

This work is the result of a research developed by the Post-Graduate Program in Education, Language and Technologies, State University of Goiás (PPG-IELT). Was it a guiding problem to unveil the meanings and implications of formation and sociocultural relations that emerge in the narratives constituted by black teachers in the educational field? The selection of the teachers (a) that make up the corpus of the research obeyed the following criteria: teachers who work in higher education and belong to the black population. His life histories were collected through (biographical) narratives which are an essential part of the reflections carried out in this work. It is a qualitative, exploratory and bibliographical research approaching the phenomenological method. Starting from the general objective, the specific objectives that directed the research were unfolded, namely: to know the trajectory of three black teachers who work in higher education; reflect on discrimination situations occurring in the paths taken by the teachers in the training course until the arrival in higher education; to understand the ethnic-racial relations that are established in the school spaces and the importance that the teachers attribute to their condition of black intellectuals in the transformation of the Brazilian university. For the construction of the history of these professionals in their trajectories student and teacher, it was of fundamental importance to discuss the concepts of race, racism and ethnicity. This reflection was anchored in the scientific studies of Cavalleiro (2001); Gomes (2001), (2005), (2006), (2007); Munanga (2005), (2006) (2007), (2009); Silva (2005); Silva (2014); Oliveira (2009); Guimarães (2012); Schwvarcz (1993), (2012). Anchoring these authors, it was discussed how racial prejudice was established in Brazilian society by situating the narratives in their training and teaching context, in order to analyze the challenges and confrontations that lived in the process of schooling and professionalization. The results obtained from reflection and contextualization with the other research data revealed three central questions: racial inequality is related to social issues. Education is for the Negro / a path of social ascension, however, it is a path that goes against the Brazilian reality where this population is still excluded from the processes of ascension and permanence in professional spaces. The research is inserted in the theoretical-empirical field, with a qualitative approach, and the interpretation of (auto) biographical narratives approached a phenomenological analysis.