Educadoras negras falando sobre silêncios: veredas e encruzilhadas

• Ano de defesa: 2023
• Autor(a) principal: Falcão, Muriel Rodrigues
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Psicologia Institucional; Centro de Ciências Humanas e Naturais; UFES; Programa de Pós-Graduação em Psicologia Institucional
• Palavras-chave em Português: Educação social; Gênero; Raça; Psicologia
• Link de acesso: http://repositorio.ufes.br/handle/10/12251

Historically, black women have played an important political role on the frontlines of struggle for the survival of the Brazilian black population, acting in cultural resistance and exercising family leadership, being responsible for sustenance, education and care for their children. In the field of social education, especially in initiatives aimed at assisting children and adolescents, there is also a significant role played by black women. On the other hand, it is also noticeable the scarcity of speech spaces that allow their participation in the formulation and improvement of public policies related to this field. Likewise, there is also a lack of production and dissemination of scientific knowledge that deals with the inclusion and contribution of these women in social education. Given this context, the question that guides this research arises: what do the individual experiences of black social educators female say about the collective experience of what it is to be a black women social educator? With the objective of listening and writing their stories and trajectories using art as a language, the study bet on Escrevivência as a methodology to compose the different stories of these women who work in territories marked by socioeconomic inequalities, but also endowed with potential. From these encounters and dialogue with art, the study provoked the rupture of silences, enabled the exchange of knowledge, contributing for their narratives to reach other spaces, beyond the field of their individual experiences. The study also evidenced the presence of black women as protagonists in social education and also in art, in order to contribute to confronting the processes of epistemological erasure, making it possible to appreciate the crossings involved in their stories. In the gaps of silence, the meetings with the educators constituted pedagogical, dialogic, participative and creative spaces. Their narratives were write-lived and discussed based on the concepts identified while diving. In them, experiences were found impregnated with knowledge compatible with ideas already theorized by the intelligentsia, which educators forged by practice are sometimes unaware of. Pains caused by the violence of racism and sexism were found. Experiences were found that give us evidence of Afrodiasporic ancestral practices that were not completely forgotten, erased. Found, above all, an immense desire to talk, to tell their stories, to talk about CaJun and talk about being a black women educator from their own perspective. Thus, carrying out this research encourages the preservation of memory about being a black women educator, enabling the understanding of the contributions of these educators to the formulation of CaJun - from a social project to public policy on social assistance, as well as understanding a little more about social education in Brazil, through a perspective guided by the centrality of gender and race.