Interseccionalidade de raça, classe, gênero e deficiência: dialogando sobre as condições sociais de desenvolvimento de mães e alunos com síndrome congênita do Zika vírus

• Ano de defesa: 2022
• Autor(a) principal: Pereira, Bárbara Silva dos Santos
• Outros Autores: [e-mail]
• Orientador(a): Souza, Flávia Faissal de
• Banca de defesa: Pletsch, Márcia Denise , Santos, Sônia Beatriz dos
• 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
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Alunos com deficiência; Síndrome congênita do Zika vírus; Teoria histórico-cultural; Interseccionalidade; Desenvolvimento humano
• Palavras-chave em Inglês: Students with disabilities; Cultural-historical theory; Congenital Zika virus syndrome; Intersectionality; Human development
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
• Link de acesso: http://www.bdtd.uerj.br/handle/1/18785

Based on the theoretical and methodological principles of cultural-historical theory, especially in the dialectical relationship between the experience/perejivânie and the environment in the development process, the objective of this study was to analyze the living conditions of mothers and students with congenital syndrome of Zika virus enrolled in regular daycare centers and preschools of the municipal public network of Baixada Fluminense, considering the intersectionality of race, class, gender and disability. This research is justified by the need to give visibility to the social and economic conditions that mark the development of students with congenital Zika virus syndrome, considering the life in a situation of poverty and social vulnerability in which they find themselves. To this end, as part of the project entitled Research and intersectoral actions between education and health in promoting schooling and development of children with congenital syndrome of Zika virus in Baixada and Sul Fluminense (2019-2022), we made use of interviews, simple observations and socioeconomic questionnaire that were conducted with the mothers of students with congenital syndrome of Zika virus. From the records of the speeches of these women and in the dialogue of the cultural-historical theory with intersectionality, the construction of the data and analyses performed considered, above all, the ideas: of the environment, in its multidimensionality, as a source of development; and the relational perspective of social factors in which the social markers of difference are not static, but rather, historically and dialectically constructed. Our analyses point to the need to understand that factors such as racism, sexism, and ableism affect the living conditions of families, especially in the development of students with congenital Zika virus syndrome. We conclude with this study that the intersection of social markers of difference generates singular experiences of social injustice and that to understand the experiences of mothers and students with congenital syndrome of Zika virus it is necessary to visualize the multiple intersections that materialize and affect the living conditions of these people.