Se eu não sou negra, eu sou o quê?: da importância de discutirmos discriminação racial, interseccionalidade e empoderamento em sala de aula

Abstract

This academic research problematizes the identity classifications and questions the impact of the Law 10.639 / 03 and of the National Curricular Guidelines for the Education of EthnicRacial Relations in the school space. These reflections conducted us to the creation of a short length video, which has the purpose of serving as a didactic resource to be used in the teaching of History. The high school students of the CAIC Maria Alves Carioca State School, located on the outskirts of the city of Fortaleza-CE, are leading figure of this video, entitled "Black identity: youth, affirmation and empowerment", thought as a resource for the strengthening of identities and rights, as well as for the fight against racism, in connection with the contents referring to the History of Brazil of the present day (after the Constitution of 1988). By means of diagnostic questionnaires submitted to the students, we detected the persistence and concealment of racial discrimination in the school, a movement that has been answered by the phenomenon of the empowerment of black students, who have been manifesting aspects of a new face of the black movement. Consequently, this research focuses on the black young of the 21st century, whose distinctive marks are the use of mass media, the consumption of market products, and the enhancement of black intellectuals and artists as a tactic of empowerment, a movement also marked by debate on intersectionalities, since the students insist on highlighting the different structures of oppression that can affect the black person, mainly related to gender and social class. As a theoretical basis, we use the thought of Jörn Rüsen to refer the debate on the role of teaching in the formation of historical consciousness expressed in the students' narratives; the text by Fredrik Barth to understand processes of social self-identification and categorization of ethnic groups; and the writings of Angela Davis to subsidize the use of the concepts of intersectionality and empowerment in this study on ethnic-racial relations in school.