TRAJETÓRIA E DESAFIOS DE MULHERES NEGRAS NA EDUCAÇÃO: enfrentamento ao racismo da formação à docência

• Ano de defesa: 2024
• Autor(a) principal: DAMIANA CAMILA VILALVA
• Orientador(a): Beatriz Rosalia Gomes Xavier Flandoli
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: .
• Link de acesso: https://repositorio.ufms.br/handle/123456789/9178

The aim of this research was to investigate racist episodes faced by black teachers throughout their schooling journey to teaching, to understand how they experienced and reacted to such events and whether in their practice as teachers they develop anti-racist educational practices. The text is divided into five parts; the first provides a personal justification of the research, listing some experiences from previous work such as interviews, as well as reporting observations about gender inequality and the imposition of traditional roles that direct women from a young age to domestic activities; the second provides a historical overview of female education in Brazil; the third contextualizes the education of black women, highlighting the achievement of access to Higher Education and highlighting the contribution of social movements to this achievement. The fourth part emphasizes the importance of anti-racist education and the legal documents that support it. And the last part addresses and analyzes the data obtained in the research. The method used in the research was based on historical and dialectical materialism, which allows understanding social phenomena in their historicity and in their processes of movement and transformation. Two research instruments were used: a questionnaire adopting criteria such as age and teaching experience and an interview. Four black teachers were selected, belonging to the civil servants of the municipality of Corumbá-MS and the analyzes of the interviews were carried out using the meaning cores extracted from the participants' own statements, divided into five categories: family of origin, school trajectory, university education, teaching and the commitment to anti-racist education in teaching practice. The results showed that in the speech of all interviewees there is the idea of making a significant commitment to anti-racist education. However, through analysis and dialogues promoted with various authors, it appears that although the statements reveal the importance and need for anti-racist education, not all of them describe how they carry out these actions in their pedagogical practices, and some may deal with ethnic issues. -racial only on dates or moments related to the theme, which does not characterize an anti-racist pedagogical action coherent with a critical and transformative education. It is considered an emergency for schools and teachers to make a commitment to include activities focused on the topic in their pedagogical practices, given that Law 10,639/2003, which amends Law 9,394/1996, officially inserted the theme “History and Afro- Brazilian and African” in the school curriculum, thus forcing those who are part of this educational process to work with the teaching of this history in all school subjects, enabling the understanding of this culture for the formation of national identity. From this, it is concluded that anti-racist education is a current need to truly build a society that recognizes and values ethnic and cultural diversity. Keywords: Black woman; Challenges in training; Teaching; Anti-racist education.