Interseções de gênero e raça na produção do fracasso escolar em uma turma de sexto ano do ensino fundamental, a partir da narrativa de jovens pré-adolescentes negros

• Ano de defesa: 2024
• Autor(a) principal: Josiane Freitas da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação e Docência; UFMG
• Palavras-chave em Português: Fracasso escolar; school failure; relações de gênero; gender relations; relações raciais; racial relations; Educação; Educação - Relações raciais; Educação - Relações etnicas; Educação do adolescente; Estudantes negros
• Link de acesso: http://hdl.handle.net/1843/78038

In this qualitative research, we sought to understand the perception of racial and gender self-image of young black male adolescents, belonging to the sixth year of Elementary School, in the face of school demands and expectations regarding their school performance in the context of return. of face-to-face post-remote teaching activities instituted by Covid-19, through student narratives. Furthermore, we sought to understand, through a case study, situations of academic failure in sixth-year classes, focusing on black male adolescents, students from a peripheral public school belonging to the Municipal Education Network of Belo Horizonte; and also analyze how the intersection between gender and race influence the academic failure of these subjects. To achieve this, the methodological approaches taken were documentary analysis, participant observation and semi-structured interviews, carried out with students and other school professionals. Data analysis revealed that gender relations interfere with the academic performance of male students, considering that society's social model of prestigious masculinity does not match what the school desires. Furthermore, the data revealed that the racism in society, and reproduced in educational institutions, is the main element that, together with issues relating to gender relations, explains the more pronounced academic failure among black boys.