AUTOBIOGRAPHICAL NARRATIVES: WHAT TEACHERS IN PONTA GROSSA MUNICIPAL NETWORK SAY ABOUT A TEACHING THAT PROMOTES CRITICAL RACIAL LITERACY

Abstract

This article is a part of the master's dissertation and aims to discuss the importance of teaching work in the (re) construction of children's racial identity, based on the use of pedagogical practices in a Critical Racial Literacy perspective. The research questions that we will answer are: Can the teachers understand, through the writing of autobiographical narratives, how children identify themselves racially and react to the other's racial identity in daily school life? Do these narratives help these teachers understand the importance of discussing race in the classroom from the perspective of Critical Racial Literacy? To answer these two questions, we start the discussion with a theoretical review about the topic and then present some reflections from the analysis of autobiographical narratives of three elementary school teachers from the municipal network of Ponta Grossa. Therefore, we consider authors such as: Ferreira (2014-2017), Silva and Dias (2016), Uwe (2009), Gomes (2005), among others. From this analysis, the results obtained in the teachers’ autobiographical narratives indicate that it is possible to find racist attitudes and discourses in the classroom, however, not always noticeable by the teacher. In this sense, autobiographical narratives contribute for the teacher to reflect about his classroom practice, the need to discuss about race and the importance of continuing education regarding racial issues, since the teacher-student interaction in a reflective way is one of the possibilities to combat racism.