Narrativas de professoras como tecelãs de palavras.

Abstract

This dissertation is the result of research that investigated the narratives of new Amazonian teachers, considering their trajectories, memories, and voices as central elements of empowerment and emancipation. Situated within the fields of the history and anthropology of education, the study engaged with authors such as Beauvoir (1970), Sartre (1999), Soihet (1989), Dias, Bosi (1994), Saffioti (2004), Torres (2011, 2016), Nóvoa (1992), Gadotti (2011), Almeida (1998), and bell hooks (2017, 2020). The central objective was to understand how the experiences of these women, in their teaching careers, intertwined with the social and cultural dynamics of the Amazon. To achieve this, the research was based on the sensitive listening of their life stories, aiming to analyze how teaching was configured not only as a professional practice but also as a space of resistance and identity construction. Interviews conducted with teachers from the city of Tefé, in Amazonas, constituted the primary data source and were analyzed based on a temporal framework that encompassed their school, academic, and professional experiences. The results indicated that the trajectory of these educators was marked by historical and structural challenges, including gender inequalities, geographical displacements, and tensions between tradition and modernity. Furthermore, their testimonies revealed teaching as a space of social transformation, in which the teachers constructed and (re)signified their knowledge, acting as mediators between collective memory and the renewal of knowledge. Thus, by understanding these narratives as living records of these women’s actions, this dissertation proposed that valuing their stories and strengthening their voices are crucial to ensuring the permanence and recognition of education as a right and a tool of emancipation in the Amazon, contributing to the emergence of new Amazonian teachers.