Professoras negras e educação das relações étnico-raciais na cidade do Rio de Janeiro

• Ano de defesa: 2022
• Autor(a) principal: Matos, Stefany Silva
• Outros Autores: [e-mail]
• Orientador(a): Ribeiro Neto, Alexandre
• Banca de defesa: Barbosa, Gabriela dos Santos , Hora, Dayse Martins , Ribeiro, William de Góes
• 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: Professoras negras; Relações étnico-raciais; Racismo
• Palavras-chave em Inglês: Black teachers; Ethnic-racial relations; Racism
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/19587

The present work aims to analyze, through ethnographic research and bid analysis, the presence of black women teachers in the city of Rio de Janeiro and their actions in the struggle for an education for ethnic-racial relations. We understand that racial and gender oppressions were established in our country, which directly influenced the lives of black women and the way they relate to this society. With regard to teaching practice, which in general presents itself as a mostly female job in Basic Education, it considers that the presence of black women is the result of a constant struggle, as well as a possibility of better social conditions. The presence of these black women in these spaces is an element of resistance and new possibilities for looking at education. Therefore, for this study we listed the following specific objectives: to discuss the intersection of race, gender and classes in the lives of black women and access to a teaching career; analyze the implementation of the reservation of vacancies in public examinations, shedding light on the teaching position in the city of Rio de Janeiro; and finally, analyze the role of black teachers in the struggle for education for ethnic-racial relations in schools in the city of Rio de Janeiro. We established as methodological support: Faria (2016) and Melo and Resende (2018) to understand the relevance of affirmative actions and the implementation of the quota policy; Akontirene (2016), Davis (2016), Hooks (2018), to analyze the presence of black women in society; Machado (2007), Oliveira (2007), Silva (2015), Freitas (2017), to discuss the presence of black female teachers in teaching; Araújo (2021), Gomes (2013), Munanga (2005) and to discuss the implementation of Law 10.639/2003. We work with the hypothesis that the presence of these teachers helps to take a new look at pedagogical practices in Rio de Janeiro schools, being capable of producing institutional actions to combat racism. At the end of this research, we learned how black teachers were able to mobilize themselves in their actions and promote an education perspective for ethnic-racial relations that involved the entire city of Rio de Janeiro.