Black female biology teachers

Narratives from becoming teachers

Abstract

This article intends to discuss the way through which racial identity can influence the construction of teacher identity. For this reflection, it has been used the autobiographical narrative perspective and methodology, as it makes it possible to register the impacts of life experiences and training on professional practices, of the pedagogical knowledge constructed through their experiences. The empirical material of this study consists of the life trajectories of a black biology teacher in her early years of teaching and the autobiographical memorial of a future biology teacher. The crossings of ethnic identity pertinent to black women and their awakening to their racial identity were addressed. The article argues about the importance of teacher training, in general and, in biology in particular, to deepen the ways of intervening in situations of school racism and also to prepare future teachers in pedagogical practices guided by awareness in the fight against racism.

Keywords: initial teacher training; black female teachers; autobiographical narratives; biology education.