"Professora, qual a minha cor?": caminhos para a construção e positivação da identidade negra dos jovens da EEM Alice Moreira de Oliveira em Caucaia - CE

Abstract

This study aims to investigate the paths for the construction and affirmation of Black identity among the students of Alice Moreira de Oliveira High School, located in the community of Sítios Novos, in Caucaia–CE. The research is based on the understanding that the school, as a space for socialization and knowledge production, can both reproduce historical silences and inequalities and play a central role in valuing afro-brazilian history and culture. To achieve the proposed objectives, a qualitative approach was adopted, including document analysis, the application of questionnaires with students, and the development of a didactic sequence, a proposed educational product of this work, aimed at valuing Black identity. The theoretical dialogue was built on authors such as Bell Hooks, Kabengele Munanga, Nilma Lino Gomes, and Beatriz Nascimento, who understand education as a practice of emancipation, freedom, and strengthening historically marginalized identities. The results indicate that pedagogical practices incorporating Law 10.639/2003 and the National Curriculum Guidelines for the Education of Ethnic-Racial Relations enable meaningful learning and contribute to strengthening students’ racial and historical awareness. It was also found that recognizing african and afro-brazilian roots within the school space promotes identity reshaping, self-esteem enhancement, and the empowerment of black youth. Therefore, it is concluded that the implementation of critical and emancipatory educational practices, grounded in a commitment to diversity and racial equity, is essential to transform the school into a territory of resistance, belonging, and affirmation of black identity.