Escrevivência (writing-living): a methodological principle for research on ethnic-racial issues in geography teacher training

Abstract

This article aims to present writing as a methodological path for black-authored research on ethnic-racial issues, based on writing narratives from three black Basic Education Geography teachers who graduated from a higher education institution in Ceará. The production of black narratives are anti-colonial strategies of resistance and reaffirmation. In this counter-hegemonic exercise, writing one's own narratives is a creative act of claiming protagonism in the authorship of the production of knowledge that disobeys the colonialist and racist order. To this extent, in the demand for recognition of black authorship there is a need to establish other civilizational landmarks to retell these stories, since since the pseudo “discoverers” arrived in this country of ancestral culture, the subalternized peoples have had their epistemologies denied and corrupted