Notas autobiográficas de uma mulher preta com deficiência visual: uma jornada de rexistência ao assujeitamento

Abstract

This manifesto dissertation, developed with support from the Coordination for the Improvement of Higher Education Personnel (CAPES), was defended in the Graduate Program in Education at the Federal University of Uberlândia (PPGED/UFU), within the research line Educational Knowledge and Practices. This study addresses the following central question: How do the intersections of race, gender, and visual impairment shape the life trajectory of a Black woman, and how does teacher education operate as a mechanism for disrupting processes of subjection and dehumanization? The general objective is to analyze the (trans)formation of the author's teaching identity in light of her experience as a Black woman with visual impairment. The specific objectives are: (i) to document and critically examine experiences in higher education; (ii) to analyze the intersections of race, gender, and disability in the construction of teaching identity; and (iii) to critically examine and challenge power structures and social norms that perpetuate academic invisibility. The theoretical framework is grounded in Paulo Freire's emancipatory critical theory and in the Afrodiasporic thought of authors such as bell hooks, Lélia Gonzalez, and Conceição Evaristo. The dissertation is organized into five sections: Introduction; Analysis of Identity Obscured by Neocolonialism; The Process of Teacher (Trans)Formation and Admission to the Public University; Teacher Professionalization and Pedagogical Praxis; and Final Considerations. Methodologically, the study adopts Narrative (Auto)biographical Research, grounded in temporality and in the researcher as subject. The thesis argues that systemic structures of oppression can be challenged through collective struggles and a Pedagogy of Humanization that fosters emancipation and liberation from subjection. The final considerations articulate critiques of the banking model of education and institutional ableism while announcing a trajectory of "re-existence", in which public education and class solidarity emerge as pathways toward social justice.