Black women, doctors, theorists and university teachers: challenges and achievements
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFC |
Texto Completo: | http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=20054 |
Resumo: | The objective of this research was to analyze the professional trajectory of black teachers and doctors, who work in public universities in CearÃ. Objectively, has been sought to understand if institutional racism and gender interfere in their professional trajectories, and what challenges were found to legitimize themselves in academic and scientific space. The methodology adopted is a qualitative research through semi-structured interviews with black female teachers who work in federal and state public institutions located in the interior and capital of the state of CearÃ. The interviews were fulfilled into 3 parts: identity profile (general information of interviewed), socioeconomic data and life history. Parallel to the interviews, the Curriculum Lattes of each teacher was analyzed in order to identify the academic course carried out by the teachers. From the narratives of nine black female teachers located at the State University of CearÃ, Federal University of CearÃ, Cariri Regional University and University of International Integration of Afro-Brazilian Lusophony, we present her trajectories, achievements and challenges. In this research, in spite of showing the advances and the achievements made by black teachers in higher education institutions, what represents the constant effective work through the construction of new methodological and epistemological proposals, it also presents and denounces the multiple facet of racism, prejudice and racial discrimination, through the career trajectories in the institutional sphere or in interpersonal relationships. These findings call attention to the urgency of constructing new concrete attitudes in the institutional sphere, in this way, some actions could be more prominent to confront racism and segregationism practices and the power relations imbued in academic culture. In spite of everything, we could reaffirm that the presence of black teachers in this white academy, rework the scientific canons, and it is also a space of affirmation and recognition. Once they are there (in the universities), they carry out a work where the individual is collective, within a perspective of schooling and antiracist education. |
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info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisBlack women, doctors, theorists and university teachers: challenges and achievements Mulheres negras, doutoras, teÃricas e professoras universitÃrias: desafios e conquistas2017-09-22Joselina da Silva41924878704Sandra HaydÃe Petit61954551304Ãngela Maria Bessa Linhares13659154334http://lattes.cnpq.br/8381361724149467 Maria de FÃtima Lopes20968540678http://lattes.cnpq.br/5598534439371943Ana Cristina ConceiÃÃo Santos64515540572 http://lattes.cnpq.br/012962160493353801696413680http://lattes.cnpq.br/2059427522545695Maria Simone EuclidesUniversidade Federal do CearÃPrograma de PÃs-GraduaÃÃo em EducaÃÃoUFCBRProfessoras negras racismo ensino superiorblack teachers, racism and higher education.EDUCACAOThe objective of this research was to analyze the professional trajectory of black teachers and doctors, who work in public universities in CearÃ. Objectively, has been sought to understand if institutional racism and gender interfere in their professional trajectories, and what challenges were found to legitimize themselves in academic and scientific space. The methodology adopted is a qualitative research through semi-structured interviews with black female teachers who work in federal and state public institutions located in the interior and capital of the state of CearÃ. The interviews were fulfilled into 3 parts: identity profile (general information of interviewed), socioeconomic data and life history. Parallel to the interviews, the Curriculum Lattes of each teacher was analyzed in order to identify the academic course carried out by the teachers. From the narratives of nine black female teachers located at the State University of CearÃ, Federal University of CearÃ, Cariri Regional University and University of International Integration of Afro-Brazilian Lusophony, we present her trajectories, achievements and challenges. In this research, in spite of showing the advances and the achievements made by black teachers in higher education institutions, what represents the constant effective work through the construction of new methodological and epistemological proposals, it also presents and denounces the multiple facet of racism, prejudice and racial discrimination, through the career trajectories in the institutional sphere or in interpersonal relationships. These findings call attention to the urgency of constructing new concrete attitudes in the institutional sphere, in this way, some actions could be more prominent to confront racism and segregationism practices and the power relations imbued in academic culture. In spite of everything, we could reaffirm that the presence of black teachers in this white academy, rework the scientific canons, and it is also a space of affirmation and recognition. Once they are there (in the universities), they carry out a work where the individual is collective, within a perspective of schooling and antiracist education.O objetivo desta pesquisa foi analisar a trajetÃria profissional de docentes negras e doutoras, que atuam em universidades pÃblicas do CearÃ. Objetivamente, buscou-se compreender se racismo institucional e gÃnero interferem em suas trajetÃrias profissionais, e quais os desafios encontrados para se legitimarem no espaÃo acadÃmico e cientÃfico. A metodologia adotada parte de uma pesquisa qualitativa mediante a realizaÃÃo de entrevistas semiestruturadas junto Ãs professoras que se autodeclararam negras e que atuam nas instituiÃÃes pÃblicas federais e estaduais, localizadas no interior e na capital do estado do CearÃ. As entrevistas foram divididas em 3 partes: perfil identitÃrio (informaÃÃes gerais da entrevistada), dados sÃcios econÃmicos e histÃria de vida. Paralelo as entrevistas, realizou-se anÃlise do CurrÃculo Lattes de cada professora de modo a identificar o percurso acadÃmico realizado pelas mesmas. A partir de narrativas de nove professoras negras situadas na Universidade Estadual do CearÃ, Universidade Federal do CearÃ, Universidade Regional do Cariri e Universidade da IntegraÃÃo Internacional da Lusofonia Afro brasileira, apresentamos aqui suas trajetÃrias, conquistas e desafios. Nesta pesquisa, apesar de mostrar os avanÃos e as conquistas realizadas pelas professoras negras nas instituiÃÃes de ensino superior, no que se refere ao constante trabalho efetivo mediante a construÃÃo de novas propostas metodolÃgicas e epistemolÃgicas, tambÃm apresenta e denuncia as mÃltiplas facetas nas quais o racismo, preconceito e a discriminaÃÃo racial transversalizam as trajetÃrias profissionais, quer seja no Ãmbito institucional, quer seja nas relaÃÃes interpessoais. Tais achados, nos chamam a atenÃÃo para a urgÃncia de construÃÃo de novas atitudes concretas em Ãmbito institucional, no enfrentamento das prÃticas racistas, segregacionistas e das prÃprias relaÃÃes de poder impregnadas na cultura acadÃmica. Apesar de tudo, podemos reafirmar que a presenÃa de docentes negras nesta academia branca, reelaboram os cÃnones cientÃficos, e à tambÃm um espaÃo de afirmaÃÃo e reconhecimento. Uma vez que là estÃo (nas universidades), realizam um trabalho onde o individual à o coletivo, dentro de uma perspectiva de escolarizaÃÃo e educaÃÃo antirracista.Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgicohttp://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=20054application/pdfinfo:eu-repo/semantics/openAccessporreponame:Biblioteca Digital de Teses e Dissertações da UFCinstname:Universidade Federal do Cearáinstacron:UFC2019-01-21T11:32:24Zmail@mail.com - |
dc.title.en.fl_str_mv |
Black women, doctors, theorists and university teachers: challenges and achievements |
dc.title.alternative.pt.fl_str_mv |
Mulheres negras, doutoras, teÃricas e professoras universitÃrias: desafios e conquistas |
title |
Black women, doctors, theorists and university teachers: challenges and achievements |
spellingShingle |
Black women, doctors, theorists and university teachers: challenges and achievements Maria Simone Euclides Professoras negras racismo ensino superior black teachers, racism and higher education. EDUCACAO |
title_short |
Black women, doctors, theorists and university teachers: challenges and achievements |
title_full |
Black women, doctors, theorists and university teachers: challenges and achievements |
title_fullStr |
Black women, doctors, theorists and university teachers: challenges and achievements |
title_full_unstemmed |
Black women, doctors, theorists and university teachers: challenges and achievements |
title_sort |
Black women, doctors, theorists and university teachers: challenges and achievements |
author |
Maria Simone Euclides |
author_facet |
Maria Simone Euclides |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Joselina da Silva |
dc.contributor.advisor1ID.fl_str_mv |
41924878704 |
dc.contributor.referee1.fl_str_mv |
Sandra HaydÃe Petit |
dc.contributor.referee1ID.fl_str_mv |
61954551304 |
dc.contributor.referee2.fl_str_mv |
Ãngela Maria Bessa Linhares |
dc.contributor.referee2ID.fl_str_mv |
13659154334 |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8381361724149467 |
dc.contributor.referee3.fl_str_mv |
Maria de FÃtima Lopes |
dc.contributor.referee3ID.fl_str_mv |
20968540678 |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/5598534439371943 |
dc.contributor.referee4.fl_str_mv |
Ana Cristina ConceiÃÃo Santos |
dc.contributor.referee4ID.fl_str_mv |
64515540572 |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/0129621604933538 |
dc.contributor.authorID.fl_str_mv |
01696413680 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2059427522545695 |
dc.contributor.author.fl_str_mv |
Maria Simone Euclides |
contributor_str_mv |
Joselina da Silva Sandra HaydÃe Petit Ãngela Maria Bessa Linhares Maria de FÃtima Lopes Ana Cristina ConceiÃÃo Santos |
dc.subject.por.fl_str_mv |
Professoras negras racismo ensino superior |
topic |
Professoras negras racismo ensino superior black teachers, racism and higher education. EDUCACAO |
dc.subject.eng.fl_str_mv |
black teachers, racism and higher education. |
dc.subject.cnpq.fl_str_mv |
EDUCACAO |
dc.description.sponsorship.fl_txt_mv |
Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico |
dc.description.abstract.por.fl_txt_mv |
The objective of this research was to analyze the professional trajectory of black teachers and doctors, who work in public universities in CearÃ. Objectively, has been sought to understand if institutional racism and gender interfere in their professional trajectories, and what challenges were found to legitimize themselves in academic and scientific space. The methodology adopted is a qualitative research through semi-structured interviews with black female teachers who work in federal and state public institutions located in the interior and capital of the state of CearÃ. The interviews were fulfilled into 3 parts: identity profile (general information of interviewed), socioeconomic data and life history. Parallel to the interviews, the Curriculum Lattes of each teacher was analyzed in order to identify the academic course carried out by the teachers. From the narratives of nine black female teachers located at the State University of CearÃ, Federal University of CearÃ, Cariri Regional University and University of International Integration of Afro-Brazilian Lusophony, we present her trajectories, achievements and challenges. In this research, in spite of showing the advances and the achievements made by black teachers in higher education institutions, what represents the constant effective work through the construction of new methodological and epistemological proposals, it also presents and denounces the multiple facet of racism, prejudice and racial discrimination, through the career trajectories in the institutional sphere or in interpersonal relationships. These findings call attention to the urgency of constructing new concrete attitudes in the institutional sphere, in this way, some actions could be more prominent to confront racism and segregationism practices and the power relations imbued in academic culture. In spite of everything, we could reaffirm that the presence of black teachers in this white academy, rework the scientific canons, and it is also a space of affirmation and recognition. Once they are there (in the universities), they carry out a work where the individual is collective, within a perspective of schooling and antiracist education. O objetivo desta pesquisa foi analisar a trajetÃria profissional de docentes negras e doutoras, que atuam em universidades pÃblicas do CearÃ. Objetivamente, buscou-se compreender se racismo institucional e gÃnero interferem em suas trajetÃrias profissionais, e quais os desafios encontrados para se legitimarem no espaÃo acadÃmico e cientÃfico. A metodologia adotada parte de uma pesquisa qualitativa mediante a realizaÃÃo de entrevistas semiestruturadas junto Ãs professoras que se autodeclararam negras e que atuam nas instituiÃÃes pÃblicas federais e estaduais, localizadas no interior e na capital do estado do CearÃ. As entrevistas foram divididas em 3 partes: perfil identitÃrio (informaÃÃes gerais da entrevistada), dados sÃcios econÃmicos e histÃria de vida. Paralelo as entrevistas, realizou-se anÃlise do CurrÃculo Lattes de cada professora de modo a identificar o percurso acadÃmico realizado pelas mesmas. A partir de narrativas de nove professoras negras situadas na Universidade Estadual do CearÃ, Universidade Federal do CearÃ, Universidade Regional do Cariri e Universidade da IntegraÃÃo Internacional da Lusofonia Afro brasileira, apresentamos aqui suas trajetÃrias, conquistas e desafios. Nesta pesquisa, apesar de mostrar os avanÃos e as conquistas realizadas pelas professoras negras nas instituiÃÃes de ensino superior, no que se refere ao constante trabalho efetivo mediante a construÃÃo de novas propostas metodolÃgicas e epistemolÃgicas, tambÃm apresenta e denuncia as mÃltiplas facetas nas quais o racismo, preconceito e a discriminaÃÃo racial transversalizam as trajetÃrias profissionais, quer seja no Ãmbito institucional, quer seja nas relaÃÃes interpessoais. Tais achados, nos chamam a atenÃÃo para a urgÃncia de construÃÃo de novas atitudes concretas em Ãmbito institucional, no enfrentamento das prÃticas racistas, segregacionistas e das prÃprias relaÃÃes de poder impregnadas na cultura acadÃmica. Apesar de tudo, podemos reafirmar que a presenÃa de docentes negras nesta academia branca, reelaboram os cÃnones cientÃficos, e à tambÃm um espaÃo de afirmaÃÃo e reconhecimento. Uma vez que là estÃo (nas universidades), realizam um trabalho onde o individual à o coletivo, dentro de uma perspectiva de escolarizaÃÃo e educaÃÃo antirracista. |
description |
The objective of this research was to analyze the professional trajectory of black teachers and doctors, who work in public universities in CearÃ. Objectively, has been sought to understand if institutional racism and gender interfere in their professional trajectories, and what challenges were found to legitimize themselves in academic and scientific space. The methodology adopted is a qualitative research through semi-structured interviews with black female teachers who work in federal and state public institutions located in the interior and capital of the state of CearÃ. The interviews were fulfilled into 3 parts: identity profile (general information of interviewed), socioeconomic data and life history. Parallel to the interviews, the Curriculum Lattes of each teacher was analyzed in order to identify the academic course carried out by the teachers. From the narratives of nine black female teachers located at the State University of CearÃ, Federal University of CearÃ, Cariri Regional University and University of International Integration of Afro-Brazilian Lusophony, we present her trajectories, achievements and challenges. In this research, in spite of showing the advances and the achievements made by black teachers in higher education institutions, what represents the constant effective work through the construction of new methodological and epistemological proposals, it also presents and denounces the multiple facet of racism, prejudice and racial discrimination, through the career trajectories in the institutional sphere or in interpersonal relationships. These findings call attention to the urgency of constructing new concrete attitudes in the institutional sphere, in this way, some actions could be more prominent to confront racism and segregationism practices and the power relations imbued in academic culture. In spite of everything, we could reaffirm that the presence of black teachers in this white academy, rework the scientific canons, and it is also a space of affirmation and recognition. Once they are there (in the universities), they carry out a work where the individual is collective, within a perspective of schooling and antiracist education. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-09-22 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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publishedVersion |
format |
doctoralThesis |
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http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=20054 |
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http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=20054 |
dc.language.iso.fl_str_mv |
por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal do Cearà |
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Programa de PÃs-GraduaÃÃo em EducaÃÃo |
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UFC |
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BR |
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Universidade Federal do Cearà |
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Biblioteca Digital de Teses e Dissertações da UFC |
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Biblioteca Digital de Teses e Dissertações da UFC |
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Universidade Federal do Ceará |
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UFC |
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UFC |
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mail@mail.com |
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