DANDARA: UMA MULHER NEGRA COM SÍNDROME DE DOWN EM UMA COMUNIDADE QUILOMBOLA

Abstract

Based on the theoretical work of Norbert Elias and Serge Moscovici, this study aimed at unveiling the life history of a Down syndrome black woman from a quilombola community. The research design was developed to (i) understand the role of formative contexts, such as family-community, on Dandara’s life path, and (ii) investigate the possible tensions between both the quilombola and disabled categories based on the narratives. Dandara’s relatives answered to semi-structured interviews, while she participated through interviews, drawings and photographs. According to the proposed research objectives, it was conducted with methodological strategies which included interviews and participant observation. The data from these procedures has been systematized through thematic content analysis and Descending Hierarchical Classification (DHC) through Iramuteq software. The results of the relatives’ narratives DHC analysis resulted on the definition of six thematic classes related to the challenges of the family and its trajectory, the community, the formative processes experienced by Dandara, as well as her routine/everyday life and the pandemic impacts on her life. Content analysis also indicated two important focuses in the experiences narrated by family members, which concern the race/quilombola and the disability dimensions: (1) “ethnic-racial references related to the quilombola identity”, composed of the categories “sociocultural practices” (quilombola handicraft studio, congo music and dance and afro Catholic Mass) and “quilombola identity” (as descents from enslaved people, family heritage, outattribution, quilombola pride and race/color); and (2) “disability associated images”, based on the idea of abnormality, skills, dependence, illness, infantilization, limitation and divine work. The data analysis regarding Dandara’s interview (text and images content) suggests that the family, community and APAE’s formative contexts were all very meaningful, as spaces of protection and socio-affective security. The processes of anchoring and objectification in the Serge Moscovici’s perspective were discussed, as well as those of figuration, objectifying function and collective fantasy, according to the Norbert Elias’s proposal. It is expected that this study will contribute to broaden the debate on inclusive education policies.