Courses and trajectories: the identity of the black school director in municipal schools in the city of São Paulo

Abstract

This article is the result of research carried out in the field of Education, which was based on the study of a social phenomenon in the school environment, and investigated the identity trajectory of the black school director in municipal schools in the city of São Paulo. We used the oral history method, with the techniques of interviews and analysis of testimonies. We organized three categories of analysis: family and representation; teacher and manager training; and ethnic identity and administrative practice at school. We conclude that racism is experienced and faced by school directors and that they manage, despite this reality, to develop relevant work for the community where they work without victimizing themselves. Ethnic-racial identity becomes an instrument of struggle to legitimize fundamental elements for the constitution of their professional identity.

Black; School Director; Identity; Affirmative Action Policies