Speeches and trajectories of brazilian afro-descendents in higher education

Abstract

In the last decade, one has observed an increase in studies linking the debate over racial relations to specific questions, such as that of power relations, identity, culture, and so forth. This scenario, no matter how widespread, of researches and analyses is not repeated in the more specific field of the pedagogic relations evolved in the process of forming/instructing teachers. Some recent works have focused on this latter aspect, highlighting the histories and paths taken by these professionals who have already graduated from college. Two subjects, however, are lacking research: the first is that African-descendant students in this process of studying to become teacher are not taken in consideration in this context; the second is that the methodology of analysis of the oral interviews is incipient. In a quest to fill in this methodological gap, without excluding the problematic situation above mentioned, the authors built a theoretical model for interpreting the interviews. The goal was not only to work on a description, but to uncover the meaning of the text, by means of an analysis that required understanding how a phenomenon found itself in the context was it was.