THE NARRATING ABOUT HIMSELF AND WRITING: THE PLACE OF AUTOBIOGRAPHICAL WRITING IN RESEARCH ON THE FORMATION OF BLACK TEACHERS

Abstract

This article aims to reflect on the contributions of autobiographical writing to the formative process of future black pedagogues, based on the analysis of methodological choices in the master's thesis of one of the authors. Thus, we discuss how the act of lining up Delory-Momberger's (2006) biographical project studio to the term Conceição Evaristo (2006)'s writings contributes to the formation of black teachers, having as a contribution to this reflection some evidence of that research. In it, black students from the Pedagogy course at the Federal Rural University of Rio de Janeiro are invited to narrate their formative trajectories through the act of biography, subverting order, in an intrinsically formative process. It appears, therefore, that the choice for such methodological paths is also configured as a space for denunciation, as it is developed in an attempt to unveil underground memories. In the movement of writing about themselves, black pedagogues under construction write about ancestral memories, for so long silenced, that emerge, in a space of research, through writing.

KEYWORDS: Autobiographical Narratives. Writing. Underground Memories. Training of Black Teachers.