Entre narrativas e memórias: uma mulher estudante negra com deficiência conta a sua história de vida e escolarização

Abstract

The general objective of this thesis was to understand the schooling process of a black female student with a disability, from the perspective of her life story, an approach that influenced the chosen qualitative methodology. The data were collected mainly through oral and written narratives, records and images from the student's social networks, the researcher's and the student's personal collections, and notes from the field diary. Through the student's life and schooling paths, it was possible to identify some dimensions of pedagogical practices that are already established within schools and some that could be used to combat racism, ableism, sexism, and class-related issues. Such demarcations open up possibilities for reflecting on what education does not reach, even if there is no educational space that can respond to the emergencies of an extremely dynamic school routine. In this context, throughout the research, based on the general objective of the research, we sought to also look at and understand the multiple identities that permeate the student's school experiences, as well as the challenges faced and the strategies mobilized. The results of the research revealed that the intersection of class, race, gender and disability is a given. The intersectional analysis brought several important conclusions regarding Juliana's life story and schooling, such as the recognition of oppression, difficulties in academic performance, social exclusion, the need for pedagogical interventions to be constantly reviewed and the mobilization of resistance. It also points to the creation of alternative spaces, where identities are valued, and the need for reflections on educational practices and teacher training. Finally, it is understood that it is essential to make visible and legitimize the experiences of black female students with disabilities, who are often marginalized or silenced in educational environments. These conclusions recognize the complexity of the experiences of black female students with disabilities and trigger forms of support that are indispensable for educational equity. The school that is required is one that recognizes pedagogical practices with an approach centered on an ecology of knowledge and an emancipatory education, aimed at training teachers who effectively join forces in the fight against multiple forms of oppression, in the sense of concrete social justice. Despite the difficulties faced and the weaknesses inherent to every human being, the student sought strategies to make herself heard and seen in various educational and formative spaces, such as the family environment, school, religion, carnival and social movements, highlighted as forms of resistance, which converted them into “safer places” and, as a result of this thesis, “alternative refuges”.