Não mexa, não toque nesse meu cabelo: o cabelo como elemento de identidade

• Autor(a) principal: Corrêa, Daiana Santos
• Data de Publicação: 2021
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFAM
• Texto Completo: http://riu.ufam.edu.br/handle/prefix/6005
• topic: Identidade; Identity; Cabelo; Estereótipos; Racismo; Negro(a); Hair; Stereotypes; Racism; Black; CIENCIAS HUMANAS; Negros - Identidade racial; Racismo

This Course Completion Paper - TCC was developed within the scope of the Pedagogy Course at UFAM/IEAA, whose objective was to analyze the formative discourses of students in the Pedagogy Course on identity construction based on hair in its identity aspect. The questions considered here are related to the physical and identity traits of the subjects who self-identified blacks in the research, in an attempt to understand whether these subjects in their school, social and university life somehow suffered some kind of racism and/or discrimination due to of your hair type under the bias of coloniality. The subjects chosen to be part of this research were academics from the IEAA of the Pedagogy course, both male and female, who agreed to participate by narrating their identities. The analysis of the narratives of each student sought to show related aspects of how the black subject is seen in society and how he/she deals with prejudice around their identity. Regarding the research method, we chose to use a qualitative approach in education, with an emphasis on interview techniques aiming at the narratives of each subject, the data were captured by audio via WhatsApp application, later transcribed. The theoretical framework highlighted in the elaboration of this TCC is anchored in the ideas of Gomes (2002); Hall (1992.); Santana (2014); Angels (2017); Carvalho (2015) and Coutinho (2011), who accompanied us in this research and who articulate with the theoretical field of post prefix (post-critical, post-structuralist, Cultural Studies, Race Studies, Culture(s), among others). The results point to the colonialist discourses produced by the subjects, including in school spaces, discourses that are loaded with stereotypes and racism that discriminate, segregate and undermine black identity, whether in its physical (appearance, hair, etc.) or subjective aspects (identity, race).