Mulheres negras na docência: uma avaliação da Implementação da Lei 12.990/2014 no Instituto Federal de Educação, Ciência e Tecnologia do Ceará (IFCE)

• Ano de defesa: 2022
• Autor(a) principal: Medeiros, Fernanda Maria de Vasconcelos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Mulheres negras; Política de ação afirmativa; Docência; Avaliação de política pública; Black women; Policy of affirmative action; Teaching; Public policy assessment; CNPQ::CIENCIAS HUMANAS::CIENCIA POLITICA
• Link de acesso: http://repositorio.ufc.br/handle/riufc/75317

The present research proposes an evaluation of a public policy upon affirmative action, which is destined for the black population to what access to the federal public service is referred. I have chosen the perspective of black female teachers who have had access to the 2016 public tender for the Instituto Federal de Educação, Ciência e Tecnologia do Ceará (IFCE) according to the Brazilian federal law 12.990/2014 that predicates that positions for black candidates must be reserved at a federal level. The attempt of learning both what it meant and signified for these black female teachers at the Federal Institute, who have taken on teaching at a federal educational institution was central to this study. For it was due to the implementation of public policy upon affirmative action for black people with access to public service. In this sense, the search for the understanding of the construction of structural racism, as it is defined by Silvio Luiz de Almeida, the dynamics of social and racial relations themselves, as it is informed by Clóvis Moura, as well as the placement of these black women was part of this study marked by space and time. When considering Sueli Carneiro in order to dwell on gender, it is not possible to disregard race according to the perspective of one’s social and political trajectories since these are milestones in the lives of black women with consequences and developments in all spheres of life. However, in this research, the focus lied on the exercise of teaching as a professional space daily developed at the campuses of the Federal Institution where the research subjects would work. Knowing that racism made it possible for the hierarchical construction of social and racial relations, which define the space, legitimacy of speech and narratives, I demanded the writing of a thesis methodologically composed by a theoretical framework, a bibliographical and field research through an inquiry form with objective questions and through interviews with open questions, prioritizing a qualitative approach based on in-depth assessments from the reference by Léa Carvalho Rodrigues through the thematic axes that contributed for the path of this academic investigation. Beyond the academic dimension, however, this path made me realize that the policy of affirmative actions for the black population within the Brazilian context is made necessary on a daily basis in relation to empowerment, expansion, and revision of the elements with which it is composed. As well as the (re)construction of an educational dimension within the society is necessary for it restates the target public of a policy of affirmative action and the reading of social (self) acknowledgment of this black person. This research still allowed me to identify a (self) reflection about these black women through the contexts in which they are inserted. It was relevant to consider the dynamics of reality that involved groups historically made invisible as attempts of social and political erasure, especially, since it is presented in a complex manner and, thus, it required an investigation that emphasized social markers. As these markers are present in the professional space of these female black teachers, it is possible to notice there is an eminence for racism and gender inequality as well as the attempts for (re)existence through wisdom and the (re)construction of knowledge.