RACIAL RELATIONS AND TEACHING IN CHEMISTRY: THE INTERSECTION BETWEEN WHITE/BLACK AND TEACHING IDENTITIES

Abstract

The objective of this work is to understand the intersections of racial identities in the construction of the teaching identities of four Chemistry teachers who teach in basic education, in the city of Salvador - Bahia, seeking to identify the characteristics attributed by the teachers themselves about their black identities and white, and teachers, and analyze the implications of this identity crossing in their professional experiences. We invited two self-declared black professors, a man and a woman, and a self-declared white teacher and another professor. Based on the Life History method, semi-structured interviews were carried out, later transcribed, and analyzed using the Thematic Analysis methodology. The results point to the body as one of the dimensions that characterize black and white identities, with white identities also mobilized by different aspects of critical whiteness. Historical, cultural and psychological factors characterize black identities, also mobilized by the relationship of abebelidade. Teacher training, images (re)produced during school life and experiences at PIBID affect the construction of teaching identities. Racial identities are crossed and influence teaching identities; for white professors, there are practices of making their whiteness invisible and black professors intentionally mobilize aspects of their black identities, such as abebelidade.