Educadoras Negras: Construções Docentes de Raça e de Gênero

Abstract

This research appears in the interest of the researcher in check if the processes of identity constructions of gender and race/ethnicity of Educators Black, who act in training courses for teachers influence, or not, in their pedagogical actions along to the learners in their processes of identity formations. To this end we brought as issues of study, the relations established between the trajectories of life these teachers and their school practices pedagogical, as well as what the main strategies they used to overcome possible barriers they faced in this identity constructions of gender and race. For the preparation of this research has been applied to the qualitative approach, such as the technique of data collection, technical means the operational procedures that serve to mediation practice for conducting the research, employs a semi-structured interview. It was employed to Discourse Analysis (DA), in the responses provided by interviewers, where, here we will use as a base, Lupicinio Iniguez (2005), we will decode the languages verbal, written, gestural and body of the interviewers. Interviews were conducted with four (4) teachers from the middle school, which act on training teachers in State Schools in the City of Nova Iguacu, Rio de Janeiro, one of them being professor of higher education also in an (HEI) private. The research is justified by seeking in producing knowledge that contributes to the qualified training in the area of education for the ethnic-racial relations (ERERs) in medium and upper levels of teacher training, establishing correlations between different pedagogical practices.