O feminismo negro em HQ-Cara Preta: estratégia didática para a Sociologia no ensino médio.

Abstract

We present here the results of the Master's research developed in the Youth and Contemporary Issues Line — Center for Sustainable Development of the Semi-Arid — Federal University of Campina Grande — of the Professional Master's Program in Sociology in National Network — PROFSOCIO. We raised as a research question: what approach does the sociology textbook give to gender/race and its consequences in the teaching of sociology? We join the Theoretical Approach of Postcolonial Studies and Latin American Black Feminism. We assume that in the knowledge we acquire at school that allow us to interpret society, or societies, in view of the diversity of human organizations, we have the Social Sciences occupying an important place in the school curriculum through the discipline of Sociology. Since this is fundamental, it revisits an important method to build a better society through the maturing of the sociological perspective, where individuals can position themselves in the world in which they live. Therefore, we adopted as a theoretical-methodological procedure, the state-of-the-art research, surveying the absence of Black Women in Sociology Textbooks, through the website "Capes Thesis Bank — BDTD". following descriptors: “Gender”; "Breed"; "Black woman"; “Intersectionality”; “Sociology Textbook”; “Black Feminism”, “PNLD”, “National Textbook Program.” The state of the art indicated that, despite the wide range of books and handouts produced by different authors in different Brazilian states, there is a close result of themes and authors that limit the potential of discussions in Social Sciences. In the spaces of knowledge production in Brazil, composed mostly of Black Women, the logic of knowledge still prevails, white subject in relation to black subject, ranking knowledge perversely. According to Sueli Carneiro, epistemic racism is a great operational tool, contributing strongly to the consolidation of gender, race and class hierarchies, produced by epistemicide itself, defining who can speak and who can produce knowledge. That is, who throughout history has always been authorizing with rights and had their productions as relevant and scientific. The realization of epistemicide is conceived through numerous actions that are articulated and provide feedback, we reaffirm in view of the data that of the six dissertations carried out between the period 2010 to 2020 addressing the themes of gender and race in sociology textbooks, of these, only 4 were studies conducted by self-declared Black Women. Sociology textbooks dialogue very little with the themes listed, through black female epistemologies. With the intention of establishing a dialogue between gender/race, social movements and the teaching of sociology from the images and discourses about Black Women, the importance of acquiring, in the school environment, teaching support material, and in a way, became evident. positive break with the silencing imposed by oppression. In this sense, it intentionally built a didactic support material, resulting in the HQ Cara Preta: Do you know Brazilian Black Feminism? Search through epistemic disobedience contributes to formulating legitimate scientific knowledge, as well as to the (re)knowledge that they are an opportunity to, in the community, finally, stop being what they are not, seeking to point out the importance of understanding such social configurations.