Percurso (auto)formativo de professores negros não licenciados no ensino superior: uma abordagem (auto)biográfica

Abstract

The theme of this dissertation is: the (auto)formative journey of non-graduate black teachers in higher education: an (auto)biographical approach. It is divided into four chapters. The general objective is to investigate the (self)formative path of black teachers without a degree in higher education from an (auto)biographical approach. The research problem lies in the following question: What elements are evident in the (self)formative path of Black teachers in Higher Education? This problem is based on the following guiding questions: (a) What (self)formative dimensions are present in the journey of black non-graduate teachers? (b) In what way has teacher (self)formation fed back into the practice of black non-graduate teachers in higher education? c) How can resources be materialized in an educational product to help black teachers in their (self) training in the field of anti-racist education? The methodological procedures were based on qualitative research. Narrative interviews, questionnaires and conversation circles were used as research tools to extract (auto)biographical accounts from the teachers, as well as from the researcher, characterizing participant research. The justification for choosing the topic in question was motivated by the proponent's condition as an unlicensed black teacher who obtained her first degree as a Logistics Technologist, then went on to specialize in Teaching in Higher Education and works as a teacher at the university. The motivation is also due to the importance of making up for the scarcity of research related to the self-training of black teachers in university teaching, based on the (auto)biographical method. The specificity of this research lies in its approach. While the subject of non-graduate teachers working in higher education is not new, approaching it from the perspective of black teachers in higher education provides a fresh look at this issue. In this sense, the proposed subject is of great relevance in the process of investigating teachers, in studies that deal with learning to teach, in which the importance of (auto)biographical reflections in the context of teacher training is observed. The theoretical basis is based on the ideas of authors such as Souza (2020), Passeggi (2011), Nóvoa (2014), Josso (2002), Dellory-Momberger (2012), and other authors who refer to (auto)biography in the field of teacher training.