Mulheres-baobás: percursos escolares de professoras negras na microrregião de Francisco Beltrão, Paraná

Abstract

The investigation was carried out at the State University of Western Paraná in the Postgraduate Program in Education in the line of Culture Research, Educational Processes and Teacher Training linked to the activities of the Ethno-Cultural Studies Group. I -Baobabs: school paths of black teachers in the geographic microregion of Francisco women-baobabs. Based on the narratives of their educational paths, we organize the research problem expressed in the question: what are the educational paths of women, black teachers working in the micro-region of Francisco Beltrão? To write the text, we used metaphor as a way of establishing connections between the experiences of black women teachers, research subjects and the Baobab tree that connects different temporalities, establishing relationships between ancestry and the way they connect to the present time and conceive future perspectives. The objectives set out for the research were: general objective, to understand the educational paths of baobab women; and the specific objectives: identify the Baobab Women of the Francisco Beltrão microregion, learn about the biographies and narratives of the Baobab Women, black educators; Understand how the theme of education of ethnic-racial relations makes up the daily school life of black women and teachers; The information collection instruments were: narrative interview, photographic record, document analysis, field diary. The authors who provided theoretical-methodological support for the investigation: Alberti (2004), Bauer, Gaskell (2008), Evaristo, (2005, 2016. 2020, 2022), Larrosa (1998, 2014) Minayo (2001), Errante (2000), among others. During the investigation we realized that teachers, in their school career, live between (re)existence and visibility (which teaching practice raises) and invisibility (which society sometimes imposes). From all the material collected, we can say that the Baobab Women recalled moments from childhood, youth, and adulthood. They showed how racism shaped professional decisions, pedagogical practices, interpersonal relationships, and ethnic-racial identity. The subjects were surprised by the Genera test and realized the intersections between their stories and school career.