Enfrentamentos ao racismo e discriminações na educação superior: experiências de mulheres negras na construção da carreira docente

• Ano de defesa: 2013
• Autor(a) principal: Silva, Maria de Lourdes
• Orientador(a): Silva, Petronilha Beatriz Gonçalves e
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• País: BR
• Palavras-chave em Português: Educação; Negras; Professoras universitárias; Práticas sociais e processos educativos; Enfrentamentos ao racismo e discriminações; Mulheres Negras; Professoras na educação superior
• Palavras-chave em Inglês: Black women, Teaching in higher education, Educational processes; Clashes racism and discrimination
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/ufscar/2314

This research, based on the experiences of four black women teachers in public universities in the State of Mato Grosso do Sul, aimed to understand how black women teachers who opted politically by facing racism and discrimination have been building their careers in Higher Education. And also understand the strategies that rely on the support received and the constitution of being women, black and teachers at this level of education. The question that guided this research was: How black women teachers with the option of facing racism and discrimination build their careers in Higher Education? The theoretical-methodological approach was built on the Phenomenology. Data collection was done through lengthy conversations, inspired already done by King (1996, 2000) and Machado (2007). The analysis is supported unleashed on principles and procedures as, among others, from: Silva, P. B. G. (1987), Silva, D. V. (2009); Bernardes (1992), and T. Nobrega P. (2010). The results reaffirm that black women constitute persons in unfavorable conditions, by virtue of their descent from the African people who were enslaved in Brazil, and their ethnic-racial roots being disrespected. These conditions require them to strengthen their identities as women, blacks, and to challenge and overcome the conditions imposed by the joints between male domination, sexism, racism and capitalism. The participants expressed that they have built their careers as teachers in higher education, facing racism and discrimination. Therefore, seek training opportunities and improvement, act comprometidamente movements aimed at social, political, academic and educational. Jogging dialogical educational processes that enable them to educate themselves and educate others to ethno-racial fairer, equitable and supportive. To do this they had to seek strategies triggered learning in family, support from friends, colleagues teachers, former teachers of their training routes and militancy. Activism in humanitarian causes enables them to strengthen the pride of their ethnic-racial, protecting them from misfortunes and at the same time, enabling them to cope with hostile situations with courage and consciousness of blackness.