Black schoolteachers: training of black teachers in a silent environment
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Data de Publicação: | 2022 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Práxis Educativa (Online) |
Texto Completo: | https://revistas.uepg.br/index.php/praxiseducativa/article/view/18344 |
Resumo: | This article is the result of a research that aimed to understand what the possibilities of the construction of ethnic-racial identity in the Primary and Secondary Teacher Training Courses. To this end, we dialogued with three women, black and schoolteachers, who graduated from a secular institution located in the city of Muzambinho, in the south of Minas Gerais, Brazil. Through their narratives, we sought to understand ruptures, possibilities and conquests of rights from the acquired training. Oral history was the main research approach. The following procedures were also used: analysis of photographs, consultation of school documentation in the institution’s collection, literature review. The results achieved indicate that black schoolteachers build their ethnic-racial identity in a silencing training environment that is ideologically oriented by values based on whiteness. Keywords: Black teachers. Black identity. Institutional racism. |
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Black schoolteachers: training of black teachers in a silent environmentNormalistas negras: formación de profesoras negras en un ambiente silenciadorNormalistas Negras: formação de professoras em ambiente silenciadorThis article is the result of a research that aimed to understand what the possibilities of the construction of ethnic-racial identity in the Primary and Secondary Teacher Training Courses. To this end, we dialogued with three women, black and schoolteachers, who graduated from a secular institution located in the city of Muzambinho, in the south of Minas Gerais, Brazil. Through their narratives, we sought to understand ruptures, possibilities and conquests of rights from the acquired training. Oral history was the main research approach. The following procedures were also used: analysis of photographs, consultation of school documentation in the institution’s collection, literature review. The results achieved indicate that black schoolteachers build their ethnic-racial identity in a silencing training environment that is ideologically oriented by values based on whiteness. Keywords: Black teachers. Black identity. Institutional racism.Este artículo es el resultado de una investigación que se propuso comprender cuáles son las posibilidades de construcción de la identidad étnico-racial en el curso de Magisterio. Para ello, se dialoga con tres mujeres, negras y normalistas, egresadas de una institución laica ubicada en la ciudad de Muzambinho, en el sur de Minas Gerais, Brasil. Por medio de sus narrativas, se buscó comprender rupturas, posibilidades y conquistas de derechos a partir de la formación adquirida. La historia oral fue el principal enfoque de investigación. Los siguientes procedimientos también fueron utilizados: análisis de fotografías, consulta de documentación escolar en el acervo de la institución, revisión de literatura. Los resultados alcanzados indican que las normalistas negras construyen su identidad étnico-racial en un ambiente de formación silenciador que es orientado ideológicamente por valores pautados en la blancura.Palabras clave: Profesoras negras. Identidad negra. Racismo institucional.Este artigo é resultado de uma pesquisa que se propôs compreender quais são as possibilidades da construção da identidade étnico-racial no curso de Magistério. Para tal, dialoga-se com três mulheres, negras e normalistas egressas de uma instituição secular localizada na cidade de Muzambinho, Sul de Minas Gerais. Por meio de suas narrativas, buscou-se entender rupturas, possibilidades e conquistas de direitos a partir da formação adquirida. História oral foi a principal abordagem de pesquisa. Os seguintes procedimentos também foram utilizados: análise de fotografias, consulta de documentação escolar no acervo da instituição, revisão de literatura. Os resultados alcançados apontam que as normalistas negras constroem a sua identidade étnico-racial em um ambiente formativo silenciador que é orientado ideologicamente por valores pautados na branquitude. Palavras-chave: Professoras negras. Identidade negra. Racismo institucional.Universidade Estadual de Ponta Grossa2022-05-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1834410.5212/PraxEduc.v.17.18344.060Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-15Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-15Práxis Educativa; V. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-15Práxis Educativa; v. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-151809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/18344/209209216619https://revistas.uepg.br/index.php/praxiseducativa/article/view/18344/209209216655Copyright (c) 2022 Práxis Educativainfo:eu-repo/semantics/openAccessPamplona, Laura Rodrigues PaimSilva, Natalino Neves da2023-01-27T16:32:10Zoai:uepg.br:article/18344Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2023-01-27T16:32:10Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.none.fl_str_mv |
Black schoolteachers: training of black teachers in a silent environment Normalistas negras: formación de profesoras negras en un ambiente silenciador Normalistas Negras: formação de professoras em ambiente silenciador |
title |
Black schoolteachers: training of black teachers in a silent environment |
spellingShingle |
Black schoolteachers: training of black teachers in a silent environment Pamplona, Laura Rodrigues Paim |
title_short |
Black schoolteachers: training of black teachers in a silent environment |
title_full |
Black schoolteachers: training of black teachers in a silent environment |
title_fullStr |
Black schoolteachers: training of black teachers in a silent environment |
title_full_unstemmed |
Black schoolteachers: training of black teachers in a silent environment |
title_sort |
Black schoolteachers: training of black teachers in a silent environment |
author |
Pamplona, Laura Rodrigues Paim |
author_facet |
Pamplona, Laura Rodrigues Paim Silva, Natalino Neves da |
author_role |
author |
author2 |
Silva, Natalino Neves da |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Pamplona, Laura Rodrigues Paim Silva, Natalino Neves da |
description |
This article is the result of a research that aimed to understand what the possibilities of the construction of ethnic-racial identity in the Primary and Secondary Teacher Training Courses. To this end, we dialogued with three women, black and schoolteachers, who graduated from a secular institution located in the city of Muzambinho, in the south of Minas Gerais, Brazil. Through their narratives, we sought to understand ruptures, possibilities and conquests of rights from the acquired training. Oral history was the main research approach. The following procedures were also used: analysis of photographs, consultation of school documentation in the institution’s collection, literature review. The results achieved indicate that black schoolteachers build their ethnic-racial identity in a silencing training environment that is ideologically oriented by values based on whiteness. Keywords: Black teachers. Black identity. Institutional racism. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-05-03 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/18344 10.5212/PraxEduc.v.17.18344.060 |
url |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/18344 |
identifier_str_mv |
10.5212/PraxEduc.v.17.18344.060 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/18344/209209216619 https://revistas.uepg.br/index.php/praxiseducativa/article/view/18344/209209216655 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Práxis Educativa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Práxis Educativa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/xml |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
dc.source.none.fl_str_mv |
Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-15 Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-15 Práxis Educativa; V. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-15 Práxis Educativa; v. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-15 1809-4309 1809-4031 reponame:Práxis Educativa (Online) instname:Universidade Estadual de Ponta Grossa (UEPG) instacron:UEPG |
instname_str |
Universidade Estadual de Ponta Grossa (UEPG) |
instacron_str |
UEPG |
institution |
UEPG |
reponame_str |
Práxis Educativa (Online) |
collection |
Práxis Educativa (Online) |
repository.name.fl_str_mv |
Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
repository.mail.fl_str_mv |
praxiseducativa@uepg.br||praxiseducativa@uepg.br |
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1799317615224553472 |