This work presents the results and reflections around a training teaching History of ethnicracial and gender relations. The purpose is researching the perceptions and experiences of
students of an eighth grade class about the discrimination and oppression systems that
structure the historical condition of black women. The research carried out in a municipal
public school from Conceição do Araguaia, which is a municipality located in the South
region of Para State. This study was founded in the analytical perspective of intersectionality,
a theoretical-methodological parameter that belongs to the black feminist framework and the
contributions of decolonial thought. One of the focus of this study is the participation of five
black students that took part of the selected class to the referred training. The general
objective was to analyze the potentialities and the knowledge resulted from the formative
process in ethnic-racial and gender relations that was conducted by the intersectional
perspective and having as orientation the voices of the black students. The chosen action
research is a purpose of collective participation made by a group of students looking for a
better comprehension of themes discussed in formation workshops and the practical problems
that I identified in History classes. I learned during the research and, at the moment of
narrating the formation trajectory. Consequently, it meant narrating a teaching-learning
process, pointing out what I maybe taught, but also, how much I learned. To decolonize
knowings already established and/or promote awareness, to explicit the complexity of
subordination mechanisms respecting the knowings of the students is a worthwhile process.
The challenge of decolonize and make black the History teaching is a torturous but possible
path. As part of the results of this research, it was produced a spelling book with the sequence
of techniques and instruments used to construct the methodology employed.
|
