Cartas para afra: por oralistas e outras palavras escrituradas para a formação de trabalhadoras(es) negras(os) "no", "do" e "para" o mundo do trabalho

Abstract

The black population represents 56% of Brazilian society and is the largest workforce in the country. However, when we deal with education aimed at training workers for the world of work, we find that the literature related to the historiography of Professional and Technological Education (EPT) in Brazil does not present how the professional training of black workers took place based on the ways of feeling and thinking of this population. Thus, this work problematized the silencing and absence of the black population in the constitution of the conceptual and historical bases of EPT in the country. In view of this scenario, this study aimed to demonstrate, through a documentary, how the training of black workers from the same family group took place “in”, “of” and “for” the world of work, indicating similarities and divergences between the history presented in the literature related to EPT and the history experienced by the group, rescuing, based on their oral history and other written words, their knowledge, ways of moving knowledge, values and ancestry. The research also sought to indicate the spaces for professional training of the black population and meanings for the training and professional performance of the group, culminating in the production of a documentary. To this end, the methodological path was based on the perspectives of the Afrodescendant research of Professor Henrique Cunha (2015), Afro-referenced from the structuring elements of the African Cosmovision presented by Adilbênia Machado (2019) and Eduardo Oliveira (2021), and inspired by the Oralitura of Leda Martins (2003) and trajectories of Nêgo Bispo (2023), in which we held individual semi-structured conversations, recorded in audio and video and documentary research with members of the Castro Sous(z)a family. As a result, the study pointed out other narratives, spaces and formative times of the black population “in”, “of” and “for” the world of work, indicating that to promote an effectively emancipatory education and the formation of critical subjects in EPT, it is necessary to expand the conceptual and historical bases of this modality in order to guarantee the plurality and diversity of feeling and thinking about the formation “in”, “of” and “for” the world of work “in”, “of” and “for” the Brazilian population.