ANTI-RACIST EDUCATION IS POSSIBLE? TRAJECTORY OF BLACK FEMALE TEACHERS
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Abstract
Are the narratives that give materiality to the stories and experiences of five black female quota students in the Pedagogy course at the State University of Minas Gerais (UEMG) and that answer the question of how they were constituted as teachers? We are considering that becoming a teacher tells of a continuous process that goes from entering graduation to issues of teaching practice that constantly call us to place our ways of thinking and acting under suspicion, which makes us desubjective-subjective. As methodological procedures, semi-structured interviews were carried out seeking the memories of the formation trajectory based on the post-structuralist perspective inspired by Michel Foucault and his historical analysis of the subjects.
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