Memórias e percursos formativos das mulheres negras do IFFAR

Abstract

The Federal Constitution (1988) highlights in Article 5 that: “Everyone is equal before the law, without distinction of any kind, guaranteeing Brazilians and foreigners residing in the country the inviolability of the right to life, freedom, equality, security and property...” but in practice we are very far from the institutionalization of this right, slavery and the traces of colonization haunt the black population with racism, veiled and historically structured in society even today. Black representation tries to occupy its space, mainly with the creation of the Quota Law, the black woman leaves the slave quarters and occupies a place in the big house, in a real metaphor. The entry of black women through quotas for the Master's degree, from ProfEPT in 2020, reflects on the importance of the presence of black women in the educational field as a rescue of their cultural identity. Faced with this rising black protagonism, this master's research developed together with the Postgraduate Program in Professional and Technological Education is presented in the line of research on Organization and Memories of Pedagogical Spaces in Professional and Technological Education, which investigated the memories and the training paths of black women at IFFar, as well as their perceptions regarding affirmative actions in EPT and the place they occupy as representatives. It is characterized as research of a basic nature and qualitative approach, following case study procedures with Thematic Oral History recording, through semi-structured interviews with data categorized by Bardin's Content Analysis (2011). The theoretical foundation explored the concepts: Racism, EPT and Affirmative Policies (Laws 10.639/03 and 11.645/08), based on authors such as Ciavatta, Ramos, Frigotto, Gomes, Almeida, Gonzalez, Ribeiro, Carneiro among others, bringing a reflection on the representation of black women in the EPT. The educational product constructed and applied is expressed through a Podcast Series entitled: “EMPODERATED BLACK WOMEN EMPOWERED OTHERS!” which shares theoretical and legal aspects, and memories of black women at IFFAR. As a result, it was found through laws, data and interviews that the invisibility of black women remains within Federal Institutes, proven by the lack of data that quantify their presence in numbers. There is a gap in the production of works that explore issues related to black women in EPT, and this field of research needs to be promoted, since EPT and especially the Federal Institutes (IFs) have affirmative policies and important actions consistent with their mission in relation to this public. Through this study it is concluded that some advances have been achieved, but that the legal imposition of Law 10,639/03 is not sufficient to guarantee the efficient applicability of education to ethnic-racial relations. Educating for diversity requires educators engaged with the black cause much more than any other action at the moment. Therefore, the podcast as an educational product points to the viability of the proposal presented, bringing the narratives and training paths of black women working in EPT who contribute to the construction of black protagonism as historical subjects, who bravely resist a racist and oppressive system.