Trajetórias de vidas e a construção da identidade racial de docentes afrodescendentes da UFCG - Campus Cajazeiras / PB.

Abstract

The history of Brazil is constituted from the barbarism and inhumanities committed with the diaspora Africans, since the slave period. Post-abolition and the Republic, there were several negative developments that potentiated the existing inequalities between black and white in the country. These historical implications now reverberate in the most diverse contexts and established social relations, including in the educational field, which was the focus of this research. From the understanding about the inequality in the occupation of teacher positions in the university scope, the present work aimed to understand the life history / school career and identity construction processes of the self-declared black / brown teacher of CFP/UFCG. Thus, it is possible to understand the socio-cultural and economic context of these documents, and, concomitantly, an identity assumption as blacks. How the theoretical topics were used by the following authors: Neusa Santos Souza (1983); Nilma Lino Gomes (2003); Fanon (2008); Henrique Cunha (2013) Meihy (2017); among others. Methodologically the research has an exploratory field study at the Federal University of Campina Grande - campus Cajazeiras, based on the qualitative research in Oral History, as a data collection instrument was used the semi-structured interview with emphasis on the life histories of the interviewed subjects. The results are consistent with several historical factors and constructs imposed on the black population in the country, all teachers come from unfavorable socioeconomic contexts, where they faced various obstacles in their academic trajectories until their arrival in the teaching profession of higher education. The university presented itself as a space that has several implications for these black teachers, both positive and negative, in this sense, racial identity of teachers arises in seeking to demarcate social places that have historically constituted without the representations of African descent, combining their pedagogical practices and political positions with their racial condition as black people.