UMA LEITURA DAS REPRESENTA ES DE IDENTIDADES NEGRAS POR DOCENTES DE HISTóRIA DA ESCOLARIZA O BáSICA

This paper presents a reading of representations of black identities by basic education History teachers. It is grounded on semi-structured interviews with eight teachers that teach at different education levels (Both Elementary School and High School) in public and private schools in the city of Campo Grande, MS. The interviews have been interpreted according to a group of authors that have argued that identities are cultural, historical constructions; therefore, they are neither fixed nor essential. From the analysis of teachers’ representations of black identity, it has been possible to notice some tensions between the fixed, essentialist, a-historical perspective, and the non-essentialist, historical, cultural and dynamic approach.