“Quem é você?” Professoras negras de Juiz de Fora: histórias de vida e a luta contra o racismo

Abstract

daily confrontation with racism. The qualitative research draws on African oral tradition, attentive listening, and escrevivência as methodological tools for knowledge production. It conducts semi-structured interviews with five Black women teachers and analyzes the data using the content analysis approach proposed by Laurence Bardin. The theoretical framework builds on the contributions of Kabengele Munanga, Neusa Santos Souza, Frantz Fanon, Lélia Gonzalez, Sueli Carneiro, Angela Davis, bell hooks, Nilma Lino Gomes, Conceição Evaristo, Jan Vansina, and Amadou Hampâté Bâ, among others. The findings highlight the lack of collective efforts aimed at developing anti-racist pedagogical practices at the school under study, as well as the absence of systematic discussions on ethnic-racial relations during pedagogical meetings. The research identifies the individual accountability imposed on Black women teachers for anti-racist actions and reports episodes of discrimination among both students and school staff. It concludes that confronting racism requires a collective institutional commitment, rather than an isolated task of individual educators. By recognizing the pedagogical praxis of Black women teachers as fundamental to transforming school realities marked by racial inequalities, the study offers contributions to teacher education and the development of anti-racist educational policies.