Escrevivências de estudantes negras na educação profissional e tecnológica: narrativas sobre raça e gênero na educação de jovens e adultos (proeja) no Instituto Federal do Amapá (IFAP) campus Macapá

Abstract

This study aims to analyze narratives addressing racial and gender issues among Black female students enrolled in the National Program for the Integration of Professional and Basic Education in the Youth and Adult Education Modality (PROEJA) at the Federal Institute of Amapá (IFAP), Macapá Campus. Using oral history as a qualitative methodological approach, the research conducted narrative interviews and questionnaires as data collection instruments, focusing on the narratives of Black female students, characterized by their life and educational experiences, referred to as escrevivências (life writings). As a result, an educational product was developed - an anti-racist and intersectional Didactic Sequence (DS) made available in PDF format to be used by teachers of Youth and Adult Education and other educational levels. The DS aims to assist in understanding identity, racial, and gender issues that shape students’ lives, offering resources and strategies for educators to address these themes in their pedagogical practices, thereby contributing to the construction of a more just and equitable society for all. This work represents not only an academic investigation but also a movement of listening, recognition, and appreciation of the escrevivências of Black women students from PROEJA, whose trajectories reflect the multiple intersections of race, gender, class, and education. By analyzing their narratives, it was possible to understand how professional and technological education can become a space of resistance and identity reconstruction when it embraces historically silenced voices and experiences. The development and implementation of the anti-racist and intersectional didactic sequence demonstrated the transformative potential of pedagogical practices committed to equity and inclusion, reaffirming the importance of an education that promotes empowerment, self-recognition, and social justice. Thus, this research reinforces the commitment to continue fostering dialogue about the presence and protagonism of Black women in education and the world of work, contributing to the consolidation of a truly democratic, humane, and liberating school.