Cartas docentes, narrativas negras: greve, movimentos e lutas de professoras e professores primários e o trabalho de experiência negra em Salvador na década de 1910

Abstract

The historiographical research, developed from the Field of History of Education, analyzed, from documentary sources, how the narratives of teachers and primary school teachers in the city of Salvador in the 1910s, predominantly of black authorship, demarcated crossed trajectories, experiences of teaching associations in the construction of movements, struggles and contributions to the teaching profession in its labor and teaching professional rights based on the work of black experience. The epistemological excavations (Miranda, 2020) allowed us to understand the intersecting trajectories by reorganizing other routes of groupings and other links with the narratives of resistance written by these teachers. We recognize the narratives as expressions of the teachers’ intellectuality elaborated in their work experiences. These are mainly written texts, including teaching letters that particularized the approach of the thesis, but also visual narratives, which preserve memories of the experiences and re-existences of teaching professionals during the 1910s. teaching narratives as a starting point, they deal with professional rights in teaching, with regard to justice, equity and poverty when these workers spent part of a decade without receiving their salaries. This required us to think about the relationship between work, experience and raciality, in this way, we formulated the concept of black experience work, which concerns the work experiences established by crossed trajectories, in which there are deepening inequalities, narrative disputes and re-existences. crossed by the category of race, which admits intersectionality of and in work relationships. As methodological procedures, we have references from documentary research (Le Goff, 1990) and narrative analysis (Bastos; Biar, 2015; Biar; Orton; Bastos, 2021) based on three categories of analysis formulated for the interpretation of documents, they are: 1. teaching; 2. professional rights and equity in teaching; and 3. public authorities. This thesis maintains that the teaching narrative, expressively marked by black authorship, authorship understood as an active action that motivates the occurrence of something, reveals crossed trajectories, experiences of associations of black teachers, black and non-black, from public primary schools in the capital of Bahia between the years 1911 and 1920, forging movements and struggles that contributed to the teaching profession in its labor and teaching professional rights, promoted the defense of education and created the Center for the Defense of Bahian Teachers based on experience work black. The main concepts and theories used were: historical experience, by Thompson (1981); the concept of teaching professionalization and the model of analysis of the historical process of professionalization, formulated by Nóvoa (1992, 1999); the concept of intellectual, by Sirinelli (2003); teaching associations, by authors Lemos (2011), Vicentini and Lugli (2009) and Souza, R. (2011); inequality and racism, with Carneiro (2011); theories that discuss the interaction of axes of subordination, such as race, gender and social class, such as intersectionality with Collins and Bilge (2021) and Collins (2022) and place of speech, Ribeiro (2017). And authors who discuss the history of the teaching profession and primary education such as Silva (1997), Tavares (2008), Brandão (2012), Sousa (2012), Santana et al. (2013b), Santana, Sousa and Brandão (2020), Silva (2017), Anjos (2018), Cavalcante (2020), Miguel (2021) and Sousa and Lima (2024). And other theories and theorists that made it possible to think about the object of analysis and understand that the research question in this work concerns the experiences of Afro-racialized populations Latin American.