Trajetórias de professoras negras: educação, gênero e raça

Abstract

The present thesis, developed in the Graduate Program in Education of the Federal University of Juiz de Fora, intended to investigate the following question: how did the students of the Pedagogy course of the State University of Minas Gerais - UEMG-Belo Horizonte build themselves as teachers and deal with the theme of intersectionality between gender and race in the classroom space? And also, how do they sustain their performance in school institutions? In order to do so, both the initial and the continuous training have been observed, considering that to become a teacher says of a continuous process that goes from the entrance to graduation to the questions of the teaching exercise that constantly summon us to put our ways of thinking and acting under suspicion, which desubjective-subjective. Initially, we sought to know how the stories of the feminist movement and the black feminist movement were formed. Then a relationship is made with possible constructions that link them to the process of developing public policies for quotas, later, to studies on gender and race and the composition of identities and subjectivities. As methodological procedures of this research, the analysis of documents that produce discourses on quota policy and how they are telling about the relationship between race and gender at the public university, especially at UEMG, and the production of the area were used. In addition to these procedures, semi-structured interviews were carried out with former students of the Pedagogy course at UEMG-BH who are now in the classroom. The school trajectory of the interviewees until high school shows that they have suffered violence, discrimination and racial prejudice since early childhood education. Some cited the importance of affirmative action policies and the need for teachers to be trained to deal with the issue in the classroom and throughout the school environment. They describe that they did not see in childhood and adolescence the actions of their teachers to inhibit the violence they suffered and that, even today, there are many barriers to act with the issue. However, there are more possibilities for the development of practices that contribute to the elimination of racism at school. These women have achieved success in school and today demonstrate in their accounts that they contribute to an antirracist education that goes from different treatment than they had in childhood to contact with their peers and raising their awareness so that the theme of both gender and race has space in the school environment, welcoming students.