The brazilian educational scope, in the 2000s, was marked by the advancement of public poli-cies for the afro-brazilian population. Among it, there is the law 10.639/03 that made the teach-ing of african and afro-brazilian History and culture compulsory during school education. From that, official documents from the National Education Council (CNE) emphasized the need for continuing teacher education as one of the main means to enforce what the law demands. In this perspective, the methodology of the present research was social trajectory based on biog-raphy (BOURDIEU, 2006; COSTA, 2015; LEVI, 2006; SCHWARCZ, 2013) in conjunction with the non-directive interview technique (MICHELAT, 1987), aiming to understand how teachers of school education, who attended a postgraduate course in ethnic-racial relations, were affected by such continued training and how they perceive it as part of their experiences pro-cessed in to social trajectories in the Amazon, state of Pará. This research had three interlocutors identified by the codenames Ayòbámi Adébáyò, Onyebuchi Emecheta and Édouard Glissant, who are postgraduate in “Especialização UNIAFRO: Política de Promoção da Igualdade Racial na Escola; III Curso de Especialização Saberes Africanos e Afro-brasileiros na Amazônia; Im-plementação da Lei 10.639/03”, promoted by Afro-Amazonian Studies Group (GEAM/UFPA) and financed by the Brazilian Ministry of Education. To comprehend the trajectories of these teachers, I analyze their biographical reports supported on concepts of race, racism, gender, morenity and place prejudice because the reports of their experiences, during and after post-graduation, were around the conflict in learning about particularities of ethnic-racial relations, especially in the Amazon, a place marked by an exogenous and homogenizing knowledge pro-duction that has fixed it on image like “forest” and “demographic void”, making its populations invisible, especially black men and women, in the face of the national axis. Thereby, it was possible to understand that during the continuing education, with the themes and debates, the interlocutors managed to accumulate new knowledge that they could take to their classrooms; during and after the postgraduate course, they realize that the subjects at school still see racism as isolated individual behavior, an idea in which they seek to intervene in order to appropriate the knowledge of postgraduate to rethink together the structures of oppression presents in eve-ryday life and school. This learning about ethnic-racial relationships also affected their personal lives, changing or maintaining their understanding of their social trajectories in the context of the recognition of the oppressions and resistances they experienced. Also, it was possible to understand that the knowledge transposition to the classroom was a laborious process, but ac-cording to the teachers, they achieved some success in attracting the attention of their students during discussions and activities around the ethnic-racial relations theme, something that, even on a small scale, influenced the students’ mentality.
|
