Trajetórias de diretoras negras na educação básica de Tubarão/SC: barreiras raciais e ascensão social

• Autor(a) principal: Corrêa, Aleida Cardoso
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Título da fonte: Repositório Universitário da Ânima (RUNA)
• Texto Completo: https://repositorio.animaeducacao.com.br/handle/ANIMA/15227
• topic: Mulheres negras; Diretoras; Relações de gênero; Educação básica

This work intends to reveal in the present voices of the interviewed black directors,the construction of their ethnic–racial and social identities and heir trajectories in the direction of public schools. Black women build their identities by swimming in wild and deep waters, in difficult structural conditions within racerelations, gender and social class,particularly in the teaching profession. This research seeks to life trajectory of black women who followed the teaching career: the difficulties encountered along the course of academic, personal and professional; their experiences, expectations, frustrations and the breaking of the blockade of exclusion until entering the exercise of its public activity that in volves power relations and her professional rise as public school principals. Its general objective understand the trajectory of black teachers to principals in basic education schools in the city of Tubarão in its dynamics of gender social relations with racial ethnic profile. As specific objectives: to know the path and the confrontation black women within sociability spaces at school and outside it; investigate the academic and professional trajectory of black directors in the process of building their identities; to analyze the black teacher’s social ascension process to positions direction at school as a space for leadership and a strategic place of resistance in race, gender and class relations. This research was developed based on the Marxist references from Thompson (1992) and Davis (2016); in referentials related to race by Munanga (2003, 2005-2006), Guimarães (2002) and Schwarcz (1998); and in the references of intersectional feminism class, race and gender from feminists. Americans and Brazilians like Davis (2016), Lorde (2012), Hooks (1995), Collins (2002), Carneiro (2009), Gonzalez (1983, 1988), Gomes (1995), Ribeiro (2017, 2018), and Werneck (2002). Thematic oral history was used as the methodology, as it is one that presents a central theme and in which the interviews turn to the development of a specific theme, in this case the life story related to the trajectory of the ascension of black teachers to management positions, from interviews with black directors based on a semi-structured script. The results speak of the existence of prejudice and racial discrimination experienced in their lives, both outside and inside the schools space, with a common thread which refers to similarities in the experiences of these women, as a feeling of not belonging in academic spaces and self-perception of the need to act for the deconstruction of practices to combat racism due to the difficult position held. The search for information possibilities and understanding of the importance of its social representativeness within these spaces of construction of its identity individual or collective is permeated by the issue of social colorism or self-attribution black and the different racial consequences for the daily lives of these women. On the other hand, there was little relationship with social movements and an understanding more theoretical theory about race. Finally, it is worth thinking about the still little presence of black women in positions of power in the public school and the lack of studies on these experiences. Keywords: Black women. Directors. Gender relations. Basic education.