Trançando Narrativas de Professoras Negras de Matemática sob uma Cosmopercepção da Análise Crítica Interseccional do Discurso

Abstract

To construct this dissertation, I had to have sensitive listening, respectful writing and meticulous studies to write about a topic that permeates and crosses my experiences as a black woman and Mathematics teacher. I had to detach myself from the normalizing discourses that follow a pattern of the Western/European/American worldview, to put myself in the place of listening to stories of black Mathematics teachers under a cosmoperception that transversalizes other ways of thinking and producing research. I committed to being open to learning and producing new knowledge with black women who are Mathematics teachers and trainers in Mathematics Degree courses. In this sense, the objective of this study is to analyze the training trajectory of black Mathematics teachers who work in the Mathematics Degree course at the Public Universities of Mato Grosso do Sul, and in this way understand the intersections of racial and social issues in the training processes of these teachers. For this, I used Interviews as a source of production of Narratives (Clandinin and Connelly, 2011; Bruner, 2014; Jørgensen, 2022), as a mode of research that enable processes of reflection and (re)meanings of their own stories and experiences and, so that they can collaborate with the explanations I propose here. To analyze these narratives, I used the concept of Intersectionality (Akotirene, 2019; Collins, 2015; Crenshaw, 2002), which focuses on thinking about the multiple and simultaneous oppressions and social inequalities that accumulate in the bodies and experiences of black women. Intersectionality is the enunciation of a complex of problems that affect us, it is among many production of knowledge. And I used Critical Discourse Analysis (CDA) (Resende, 2020; Wodak, 2004) as a form of complaint. ACD is a way of studying and criticizing the discourses that are present in the society in which we live. A theorization that is interested in discourse as an instrument of power and control, and as an instrument of social construction of reality. That said, I seek, through my research, to give visibility to the subjectivities of black women, especially black Mathematics teachers, to the silencing and invisibility forced on them, despite always being in the continuous movement of conquering and asserting their own spaces. I concluded that Mathematics, and here with a capital letter, did not contribute strongly as a social marker in the lives of these women, being a black teacher in one of the areas, which socially, is intensely considered privileged, did not make it impossible for them, the interviewees, to suffer and face several racist situations throughout their training processes, as happened to me. Nor did experiencing these formation processes, through narratives, enable me to problematize the structure of the society in which we live, which so well erases, silences and oppresses various racist situations that we have suffered throughout our stories, to the point that we do not notice it. Choosing this professional activity only made their trajectories more difficult as they found themselves in a field that is said to be neutral and that moves away from demands that are emerging in our society. Finally, I write and propose a dissertation with the social commitment to confront racism in a racist society.