Escrevivências e subjetivação do ser-docente negro : práticas educativas e ancestralidade em espaços de educação não formais de Santa Cruz do Sul.

Abstract

This research aims to discuss the processes of subjectivation of Black educators in non-formal educational spaces, from speeches, practices, and experiences that constitute being-educators black not educated in the city of Santa Cruz do Sul. It seeks to understand how these individuals build their teaching, practices, along side with popular knowledge, territorial experiences and ancestral references, aknowledging such elements as core dimensions in building and executing teaching. This study approaches Escrevivência (life-writing) introduced by Conceição Evaristo, as methodological basis and writing ethic, allowing integration amongst memory experiences knowledge production, with emphasis on the researcher’s narrative and the relation with his mother, key figure in his educational path. The study engages with African-centered philosophy, specially with concepts of afroperspectivism and afrocentricity, in order to construct an analytical framework that allows understanding ancestry not as essentialized elemento, nontheless as living practice and fundamental to teaching, learning and existing practices.