"Eu sou África para os meus alunos": o imaginário como força-motriz para experiências escolares de uma professora negra de Juiz de Fora, MG

Abstract

The objective of this study was to understand the way of life and school of a black professor who has acknowledged the work in public schools in Juiz de Fora education, by valuing the Teaching of African Culture and African-Brazilian. Methodologically, is located in the field of narrative research, raising the experiences of the teacher, by following a few classes and registration through semistructured interviews, some questions about his career. We support us in Imaginarium of Anthropology, in which it seeks a balance between reason and imagination, the first rationalization of capacity and the second operation of the mind which evokes objects, becoming a college setting. In this sense, the imaginary places the person in meaningful relationship with the world, with others and with yourself and the relationship between them. During the research, I could see in the early narratives of teacher appreciation the bridge, which the imaginary perspective connects the contrary and this is how this teacher tries to do his job. Building a bridge to the black culture reaches their classes, the way she believes to be the ideal. The content of history and African and Afro-Brazilian culture was not seen at any time of the school and not life in initial and continuing education of this teacher. However, it recurs in his speech the need to work with the formation of ethnic-racial identity and facilitating the increase of self-esteem of their students. It underlies his work in the stories of their African ancestors told by his family, especially his mother, who according to her, encourages her since childhood his "Africanism". Without having received an education for ethnic-racial relations, either in initial training or continuing education, and bring the stories of the family, explains watching television programs, read many books and magazines and talk with those who know Africa. Thus. prepares to work the theme into their courses and seeks to encourage other teachers to the theme. However, there is the difficulty in planning, showing the development of teaching techniques inspired militancy in more than an epistemological and pedagogical project.