Aprendendo a transgredir: experiências de mulheres negras no acesso a pós-graduação stricto sensu no estado do Rio de Janeiro

• Ano de defesa: 2022
• Autor(a) principal: Viana, Natalia Conceição
• Outros Autores: [e-mail]
• Orientador(a): Santos, Sônia Beatriz dos
• Banca de defesa: Esteve, Pâmela Suéllen da Motta , Heringer, Rosana Rodrigues
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação, Cultura e Comunicação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação da Baixada Fluminense
• País: Brasil
• Palavras-chave em Português: Pós-Graduação; Mulheres negras; Percurso educacional; Oportunidade educacional
• Palavras-chave em Inglês: Postgraduate studies; Black Women; Educational path; Educational opportunity
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/20552

This study aims to investigate the educational path of Black Women and the factors that may limit their opportunities to access graduate programs, at master's level, in public universities in the State of Rio de Janeiro. For this purpose, we look for to characterize and analyze the educational path of four Black Women graduating from two postgraduate programs in Education at the Universidade do Estado do Rio de Janeiro (UERJ), based on their perceptions. Our corpus of analysis was the material of semi-structured interviews carried out with Black Women graduating from the academic master's degree at UERJ between 2016 and 2020. In general, the data indicate that despite advances, postgraduate studies persist as a space of restricted access, with a predominance of white men and women. Among the conclusions of the study, we observed that the systematic disadvantages that are combined with the persistence of problems with deeper and more structural roots in the country are reflected under black women in the production of non-access in the education system. Therefore, the barriers that limit the access of Black Women to graduate programs are not restricted to the sphere of the selection process aimed at admitting new students to university staff. The results demonstrate, however, that the factors that limit educational opportunities, including non-access, precarious access and potential non-access, at different levels, were permanently crossed in the educational path of the interlocutors by strategies, mobilized from basic education to higher education, for them and their support networks.