"Pretagogia”: vivências e narrativas de mulheres negras na docência

Abstract

This dissertation seeks to reflect on the life experiences of black female teachers and their influence on pedagogical practice in the early years in municipal public schools in the city of Bagé-RS. The theoretical framework is based mainly on Almeida, 2020; Berth, 2020; Cavalleiro, 2021; Freitas, 2021; Gomes, 1995, 2002, 2005, 2017, 2021; Kilomba, 2019, Petit, 2015, Ribeiro, 2018; among others. The main methodological path is based on qualitative, investigative field research, permeated by action research procedures with the development of the extension course "Pretagogy: building knowledge from the perspective of recognizing and valuing Afro-Brazilian and African history and culture in the classroom". The research was carried out with 08 self-declared black teachers, participants in the course, who work as teachers in the early years of primary education in municipal public schools in the city of Bagé-RS. As an instrument for data collection and evaluation of the extension course, pedagogical letters were used, the theme of which was based on markers of Africanness, the basis of Sandra Haydeé Petit's (2015) Pretagogy Belonging, Afroancestral Body-Dance and African Oral Tradition in Teacher Training methodological approach. The information was analyzed according with the procedures to discursive textual analysis and it can be seen that in the excerpts taken from the letters written by the black teachers, there are several reports that confirm the influence of their life experiences on the pedagogical practices described. Why does it happen? Why can't we cancel our color, our origins, who we are, where we come from, our culture and identity. I believe that Pretagogy supports anti-racist pedagogy with a tool for valuing black belonging, envisioning new paths and new realities for black and non-black students.