"Erguer a voz": as redações como encarnações de histórias - Discurso, escrevivência e experiências pedagógicas com estudantes quilombolas de Taquarana- AL.

Abstract

This thesis is a collection of experiences from a fertile soil of possibilities for evidence production: the classroom. It testifies to the decolonization process of my perspective on the quilombola students, our (with) experiences and the narratives they produced about themselves and about the social contexts in which they live, face, confront, change, silence. In a way, this work represented the effort to re-elaborate the famous question posed by Spivak: “Can the subaltern speak?” Or, in other words, what do the quilombolas write? The many answers came from the pedagogical experiments carried out on the classroom floor. And it was in this school environment that “raising your voice” was an invitation to express your perceptions of yourself, to narrate your world. What the quilombolas wrote was presented, in this work, as “Escuvência” – elaborated by the black intellectual Conceição Evaristo –, that is, the result of a body-writing and its historical incarnations. Based on this concept, I chose to study the compositions of Quilombola students at the Santos Ferraz State School. From the 700 essays collected from the various experimental and methodological activities of sociology teaching, I chose those that I believed to be relevant for the analysis and that could be approached from the problem and objectives of the thesis research. That is, to analyze the textual and artistic productions carried out by quilombola students in my sociology classes and, from them, reflect, question, this quilombola identity that crosses, (in)directly, the empirical material investigated. I did not find discursive descriptions of an identity militancy, nor direct affirmations of their quilombo, or rhetoric about “place of speech”. The liveliness of existence has been identified. Narratives of precarious lives, subjectivities described by suffering, self-denial and the identification of family and mental conflicts. The results of this work are an invitation to feel the newsrooms. Approach subjectivities – without rejecting rationality – as a perception criterion. Perceive the silence that was diluted in the voices that were being raised as quilombola students took the sign of language to talk about themselves. A rise as an effort of each quilombola, who put themselves on the sheet of paper using their uniqueness, their “self”, their narrative, their traits and paintings as cultural manifestations of their body, their place and their life trajectories propitiated by playful experimental practices of sociology teaching.