Aproximações entre Identidade negra e docente em sala de aula: Professores (as) de Química no debate político da Identidade.

Abstract

In this dissertation, we analyze the links between black identity and the teacher identity of Chemistry teachers in public schools in the city of Salvador/Bahia, firstly on the grounds that there is little or almost nothing on this subject and on the grounds that it is necessary to evaluate the historical limits of each one and the points of overlap. The historical debate that revolves around this interest is the change in the modes of political action of minority groups, which gradually detached themselves from the initial objectives of the Identity policies of the 1970s to a completely individualistic dynamic with neoliberal appropriation, after the 1990s. We observe that there is a need for more universalist practices on the part of Chemistry teachers based on the joint thinking of race and class. The classroom dynamics obtained through observation and interviews demonstrated that, faced with the overload and precariousness of teaching, Chemistry teachers are forced to adopt a salvationist behavior. It was also possible to observe constant frustrations about not knowing the limits of their professions and about the feelings of insufficiency in the face of the political debate on Black Identity caused precisely because they had a preconceived idea of what would be most appropriate for an anti-racist education. Their conceptions were composed of a sum of distorted concepts such as standpoint, empowerment and representation. In this work we sought to answer the question: What are the conceptions of Black and teacher identity that interpose themselves in the racial dimension of “being a teacher” and in the teaching dimension of “being black”? The answer, therefore, tended to demonstrate not only the political aspect of Black and teaching identity, but mainly to alert Chemistry teachers about the importance of the teaching profession for the dimension of political formation of those groups of students belonging to minority groups. The discussions also tended to demonstrate that in order to guide teaching practice towards anti-racist education, it is necessary to do more than simply assume one's own black identity as a guide for pedagogical practice. First, it is necessary to appropriately appropriate the history of black identity, understand the problematic dimensions of the anti-racist struggle in order to avoid the so-called identity traps. These traps are responsible for demobilizing a horizon of struggle based on coalitions, without exclusively individual reinforcement.