Resumo

MENEZES, Graziela Ninck Dias. Pedagogies of (re)esistence: narratives of teaching in technical professional education with/in diversity. Rev. Diálogo Educ. [online]. 2021, vol.21, n.71, pp.1653-1674.  Epub 26-Jan-2022. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.21.071.ds08.

The article discusses how teachers have been building pedagogies that emerge as ways of (re)existence (Walsh, 2013) to silence subjects of diversity and the absence of integration policies with the community. It points out in the debate how diversity is constituted as a field of dispute and struggle for rights and how this reverberates in the educational scenario and tensions teachers to act towards the demands arising from this context. The work results from a research that mapped the teaching profession in technical professional education from educational experiences with/in diversity. Produced on two campuses of the Federal Institute of Bahia, it is part of a narrative research, having as strategies, conversation rounds and pedagogical letters, as narrative spaces that allowed to reveal the interpretations of a reality, mapped by the experiences and the ways in which the subjects, who inhabit it, give meaning to the events and how they reverberate in the teaching profession. The cartography produced reveals how educational experiences with diversity place teachers in the condition of listening, of understanding how their students live and face situations of discrimination and prejudice. They also reveal how in their (re)existence practices they favor integration with the community or promote in the school the culture that emerges from it and generate the construction of more horizontal relationships with them as actors/actresses, co-participants and co-responsible for the teaching process learning.

Palavras-chave : Pedagogies of (re)esixtence; Diversity; Teaching.

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