Os impactos dos estigmas e preconceitos nos saberes docentes da educação superior

• Ano de defesa: 2022
• Autor(a) principal: Carvalho, Maria Aparecida Alves Sobreira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Preconceito; Estigma; Saberes docentes; Educação Superior; Direitos Humanos; Prejudice; Stigma; Teaching knowledge; Higher Education; Human Rights
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/69281

Brazilian Higher Education has been changing due to expansion and interiorization policies, increasing the access of students, who have historically been the target of stigmas and prejudices, bringing new challenges to knowledge and teacher training. Considering this context and the colonial and elitist heritage of Higher Education, the general objective of this thesis is to understand how stigmas and prejudices impact the knowledge of teachers in the training in Human Rights in Higher Education. The research was carried out at the Federal Institute of Paraíba, on the campus of the city of Sousa, adopting a mixed research approach. In the quantitative stage an online questionnaire was used with 60 professors and 211 students of Higher Education, data analyzed by means of descriptive statistics and variance analysis with the help of SPSS 21.0 software. In the qualitative step document analysis was performed and four focus groups with field diary, involving thirteen professors and five managers, with the content analyzed by the critical hermeneutics with the help of the software ATLAS ti 5.2 and Iramuteq. The results indicate that the students have more access to the Human Rights content in their curriculum than the professors had in their graduation or post-graduation courses, demanding from the teaching staff an approach to the theme, for which they were not prepared, to meet the demands of external evaluations. The research and extension activities have little to do with the content of Human Rights, and the management mechanisms with multiple instruments such as councils, commissions, centers, and ombudsman are more expressive. However, difficulties in its institutionalization still remain, when few students and professors know someone who has denounced and stigmas and prejudice in the classroom are little discussed. This fact gets worse when 70% of the professors and 88.6% of the students have experienced some situation of discrimination, even if only a few times a year. The economic level, body image, and gender were the most recurrent reasons for the discrimination suffered, especially the cases of harassment involving female managers, students, and teachers, situations marked by silence, shame, and fear of disqualification. The color/race as a reason for discrimination was little mentioned, despite the large number of browns among teachers and students, a fact that suggests the invisibility of the impact of racism on subjectivity, making it difficult to face daily oppression. The conclusions indicate the need for greater institutional investment in the visibility of the confrontation of cases of denunciations of human rights violations and the development of a continuous and collaborative teacher training that problematizes situations of privilege, promotes literacy in human rights, contributing to the confrontation of inequalities and oppression in education.