História pra ninar o preconceito: com versos narrados por mulheres negras na educação matemática

Abstract

This master’s dissertation leads to the stories that – sometimes – history doesn’t count. It seeks to present narratives that Math teachers, declared black people, emphasizing their path of life and professional related to a matter of race, gender and experience in Math education. The purpose is to investigate how mathematic black teachers as part of the teaching network, in Marabá/PA, understand topics of race and gender in their professional and personal path; and; specifically, to describe how are their experiences with race and gender topics in the field of mathematics education; outline the conception of these subjects about their agreement facing prejudice; identify possible black mathematics teachers’ weaknesses about topics related to race and gender; aiming the assumption of these goals has been done – exclusively – to answer the question: how black mathematics teachers notice the prejudice through the race and gender optic? The methodological path was conceived with qualitative research, focusing mainly on social phenomenology, the narrative interview for the structural analysis, the data collection and the documentary method for interpretation. In short, the results’ acquisition we will try to highlight – if it exists or not – the fragility on black teachers’ perception about prejudice in mathematics education field. Therefore, with this investigation realization, it will be possible the capture and registration of the social actors’ lines, and to figure out how race, gender and mathematics education has been constructed in the academic field. This research will reveal topics considered “marginal” in academic production, in special on teacher training, such as race and gender, enabling that the characters’ history become of public knowledge, and to voice them and make noise. In other words, to break the bonds of prejudice.