Construções identitárias de professoras negras formadoras em cursos de licenciatura de física no Brasil

• Ano de defesa: 2023
• Autor(a) principal: Fernanda Aparecida de Souza
• Tipo de documento: Tese
• 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 - Conhecimento e Inclusão Social; UFMG
• Palavras-chave em Português: Formação de professores; Professoras negras; Licenciatura de Física; Construções identitárias; Educação; Professores universitários - Formação; Negras - Identidade racial; Relações raciais; Relações étnicas; Professores - Formação; Mulheres na educação; Professores de física - Formação; Sociologia educacional
• Link de acesso: http://hdl.handle.net/1843/61041

The present academic investigation sought to understand the processes of identity construction of black teachers who train new teachers in Physics degrees in Brazil. By understanding that the teacher is not a homogeneous subject, bringing him/her to this research was to recognize specificities that mark their professional work and constitute their identities. The problem of this research was constructed from the following topics: i) unequal educational trajectories between black and white women, and their underrepresentation in higher education teaching; ii) black female professors in markedly male courses; and iii) the complex task of being a trainer of new professors in teaching degrees in Brazil due to the historical difficulties of this field. The reality of black women who “choose” to work in undergraduate degrees in scientific and technological areas, more precisely in the field of Physics, becomes even more complex, given the existence of numerous factors that permeate, demarcate, influence their experiences as black women within Brazilian society. The sociology of absences and the sociology of emergencies were used as the theoretical foundation of this study. The stories told made it possible to transform absences into presences, in addition to highlighting numerous mechanisms that can elucidate how the dominant model of rationality operates in our society. The analyzes revealed how much the experiences in the personal and social scope are interconnected in the constitution of oneself, as women, blacks, teacher educators. The processes that build identities are everyday experiences, they are perceptions, they are silencing, they are retreats and advances, bets, recognitions.