Mulheres negras educadoras: intersecções de raça, gênero e educação

Abstract

The thesis was born out of a concern: the processes that (in)make visible the presence of black women in various social spaces, including the academic world. As a result of this discomfort, the general aim of this research was to highlight, analyze and discuss the dissertations and theses of three pioneering black educators and researchers in higher education: Petronilha Beatriz Gonçalves e Silva, Nilma Lino Gomes e Núbia Regina Moreira highlighting their contributions to the field of education. What meanings of education did these women activate in their academic careers in dialog with a project for individuals and society? What reflections do they invite us to make considering the intersectionality of race and gender in education? The focus of the analysis is the concepts of race, gender and education, from an intersectional perspective, with their challenges and potential for the field of education and the politics of existence. The problematizations are guided by Foucauldian perspectives and theories from Black Feminist Thought, which means that the interest lies in the discursive and educational processes of the constitution of subjects, understanding them as historical subjects. Our thesis is that these black women produce knowledge based on their race and gender and, in doing so, they propose a more equality and democratic education based on a historical understanding of the constitution of subjects. In the dissertations and theses of black educators, we find contributions to problematize the relationship between historical and social contexts and educational processes. In this sense, we brought to the thesis the importance of social movements and their impact on the achievements of black people and women in particular. We also discussed affirmative action and its links to school practices and the subjectivities of black female teachers. Finally, the text invites us to think about educational processes beyond educational institutions, this is schools, emphasizing that there are other spaces that educate us, that invest in, (de)control our way of being and acting in the world, transforming us and changing others, as well as the environment of which we are a part.