Resumo

SOARES, Cecilia Conceição Moreira  e  JORGE, Grácia Lorena da Silva. Afro diasporic female memory as a methodology for research in education. Práx. Educ. [online]. 2021, vol.17, n.48, pp.78-94.  Epub 25-Nov-2021. ISSN 2178-2679.  https://doi.org/10.22481/praxisedu.v17i48.9269.

The article presented intends, in a preliminary way, to discuss the importance of using diaporic female memory and narratives in interviews about the experiences of black women, as a privileged source for interpreting the nuances of their lives related to education processes. The memories, based on the narratives of black women about certain contexts from the slavery past to the present day, constitute a liberating practice as they position themselves during the painful records about the family and daily life, marked by oppression and social exclusion. The more melanin their skin reflects, the stronger and more incisive is the rejection of their existence, probably because their dark black bodies are historically associated with African ancestry. Although there are countless possibilities of analysis for research in Education, with the use of orality and written memory, we suggest some methodological ways to argue the information. For example, the comprehensive qualitative research proposed by Crusoé (2014) and Amado; Crusoé (2017), based on Bardin's (2011; 1977) content analysis.

To write this work we use some theorists that will be presented throughout the text, such as: Le Goff (1994); Nora (1993); Pollak (1989); Evaristo (2016; 2007), Moreira (2007); Fonseca and Souza (2006); Jesus (2000); Geertz (1978); Barreto (2018); Canada (2019); Streck (2006); Delgado (2007); Bosi (1994); Clark (2019); Figueiredo (2009); Soares (2006); Maldonado-Torres (2018).

Palavras-chave : Education; Diaspora female memory; Research methodology.

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