Percepção da branquitude e educação: o que se muda em sala de aula quando uma professora percebe que é branca?

• Ano de defesa: 2025
• Autor(a) principal: Alves, Karina Silva
• Orientador(a): Munakata, Kazumi
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação: História, Política, Sociedade
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Branquitude; Educação; Docência; Antirracismo
• Palavras-chave em Inglês: Whiteness; Education; Teaching; Anti-racism
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/45398

This study examines the professional trajectories of self-declared white female teachers and the construction of their racial identity. The objective of this research is to understand how these professionals' perception of whiteness promoted changes in their pedagogical practices, based on the following question: how did these teachers become white? The specific objective is to understand the elements that constituted their processes of racialization. The concept of whiteness, explored mainly in the works of Bento (2002) and Cardoso (2008, 2014), is used to understand these processes. The study was conducted based on two semi-structured interviews with teachers who work at the beginning of the schooling process (Early Childhood Education and first year of Elementary School), who self-declared themselves as white and who work in a civil society organization (CSO) in the Paraisópolis slum. The organization was chosen because it serves mostly black children and, over time, has shown growth in discussions involving racial issues. The results indicate that the teachers' assumption of white racial identity significantly altered their pedagogical practices, as it made them critically observe the elements used in them, such as children's music and literature, for example. Based on this critical analysis, the teachers began to opt for the use of elements that brought a positive representation of the black population. With regard to the teachers' racialization process, the results indicate that their perception of whiteness occurs especially in the relationship they make between their experience and the experiences of black people and that, although they self-declare as white and perceive the racial advantages that whiteness offers them, their construction of racial identity is limited only to this knowledge