A presença/ausência de autorias negras no curso de Pedagogia da UFPB: escrevivências de estudantes

Abstract

This capstone project aims to understand how Pedagogy students at the Federal University of Paraíba (UFPB) perceive and interpret the presence and absence of Black authorship throughout their academic training. The research arose from questions that emerged during the researcher's academic journey – particularly after participating in events and workshops focused on Education for Ethnic-Racial Relations – which highlighted the need to reflect on the knowledge circulating within the university and the individuals who produce it. This is a qualitative, bibliographic study linked to the production of escrevivências through semi-structured interviews with three Pedagogy students from UFPB’s Campus I: Maria Eduarda (24, self-identified as Black), Andriele (22, self-identified as parda, and Heryverthon (23, self-identified as pardo). The study draws primarily on the contributions of Conceição Evaristo (2020), Djamila Ribeiro (2020), José Jorge de Carvalho (2006), Magda Soares (2009), Maria Aparecida Silva Bento (2002, 2022), Nilma Lino Gomes (2003, 2007, 2017), Petronilha Beatriz Gonçalves Silva (2003), Patrícia Miranda Medeiros Sardinha (2018), Renata Gonçalves and Gabrielle Ambar (2015), among other authors who discuss teacher training, curriculum, racial literacy, knowledge production, and ethnic-racial relations. The analysis of the escrevivências revealed that, although Black authorship is present in the students' training, its inclusion occurs largely in a sporadic manner, linked to specific curricular components or the initiatives of particular professors. It is concluded that the democratization of the university is not limited to Black students' access to higher education but also entails recognizing and valuing Black intellectual contributions within teacher training curricula, thereby strengthening teacher education committed to diversity, equity, and education regarding ethnic-racial relations.