Still outside the classroom: black women in higher education
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Data de Publicação: | 2020 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Mouseion (Canoas) |
Texto Completo: | https://revistas.unilasalle.edu.br/index.php/Mouseion/article/view/7610 |
Resumo: | Affirmative policies such as Law 12,711/2012 - known as quota law - and the black women’s presence in the labor market may suggest that race and gender discrimination are minimized. However, social and educational inequalities continue to show significant effects on black women. In this way, the present exploratory and qualitative approach were developed from the case study perspective addressing a black university teacher's professional career. The interviewee reveals that investing in education was a strategy used to overcome the barriers experienced, and university teaching became a professional objective after entering the graduate program. The teacher mentioned the racial discrimination episodes in the university environment and the constant need to demonstrate her competence in the professional spaces she occupies. In the academic context, black teachers’ presence is still seen with strangeness by society but valued by colleagues and afro-descendant students, establishing itself as a reference for other black professionals and students. She evaluates that her work at the university can enhance students’ reflection about the black population's presence and empowerment in different social contexts. |
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Still outside the classroom: black women in higher educationAinda fora da sala de aula: mulheres negras no ensino superiorTeachingDiscriminationBlacknessUniversityDocênciaDiscriminaçãoNegritudeUniversidadeDocentes negras no ensino superiorAffirmative policies such as Law 12,711/2012 - known as quota law - and the black women’s presence in the labor market may suggest that race and gender discrimination are minimized. However, social and educational inequalities continue to show significant effects on black women. In this way, the present exploratory and qualitative approach were developed from the case study perspective addressing a black university teacher's professional career. The interviewee reveals that investing in education was a strategy used to overcome the barriers experienced, and university teaching became a professional objective after entering the graduate program. The teacher mentioned the racial discrimination episodes in the university environment and the constant need to demonstrate her competence in the professional spaces she occupies. In the academic context, black teachers’ presence is still seen with strangeness by society but valued by colleagues and afro-descendant students, establishing itself as a reference for other black professionals and students. She evaluates that her work at the university can enhance students’ reflection about the black population's presence and empowerment in different social contexts.As políticas afirmativas como a Lei nº 12.711/2012 – conhecida como lei de cotas - e a presença de mulheres negras no mercado de trabalho podem sugerir que a discriminação de raça e gênero estejam minimizadas. No entanto, as desigualdades sociais e educacionais continuam sendo uma realidade em especial para as mulheres negras. Neste sentido, a presente pesquisa exploratória, de abordagem qualitativa, foi desenvolvida na perspectiva de estudo de caso, abordando o percurso profissional de docente universitária negra. A entrevistada revela que investir em educação foi uma estratégia utilizada para ultrapassar as barreiras experienciadas e a docência universitária tornou-se objetivo profissional após o ingresso na pós-graduação. Também foram mencionados pela participante os episódios de discriminação racial no ambiente acadêmico e a necessidade constante de demonstrar sua competência nos espaços em que ocupa. A presença enquanto docente negra é ser vista com estranhamento pela sociedade, mas valorizada por colegas e estudantes afrodescendentes, estabelecendo-se como referência para outros/as profissionais e estudantes negros/as. A docente ainda avalia que sua atuação na universidade pode potencializar a reflexão dos estudantes sobre a presença e empoderamento da população negra em diversos contextos sociais.Universidade LaSalle - Unilasalle Canoas2020-12-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionEstudo casoapplication/pdfhttps://revistas.unilasalle.edu.br/index.php/Mouseion/article/view/761010.18316/mouseion.v0i37.7610Mouseion; No. 37 (2020); p. 39-49Revista Mouseion; n. 37 (2020); p. 39-491981-7207reponame:Mouseion (Canoas)instname:Centro Universitário La Salle (Unilasalle)instacron:UNILASALLEporhttps://revistas.unilasalle.edu.br/index.php/Mouseion/article/view/7610/pdfCopyright (c) 2020 Mouseioninfo:eu-repo/semantics/openAccessdos Santos, Leticia LaureanoZiliotto, Denise Macedo2022-05-18T18:01:47Zoai:ojs.revistas.unilasalle.edu.br:article/7610Revistahttps://revistas.unilasalle.edu.br/index.php/Mouseionhttps://revistas.unilasalle.edu.br/index.php/Mouseion/oai||revista.mouseion@unilasalle.edu.br1981-72071981-7207opendoar:2022-05-18T18:01:47Mouseion (Canoas) - Centro Universitário La Salle (Unilasalle)false |
dc.title.none.fl_str_mv |
Still outside the classroom: black women in higher education Ainda fora da sala de aula: mulheres negras no ensino superior |
title |
Still outside the classroom: black women in higher education |
spellingShingle |
Still outside the classroom: black women in higher education dos Santos, Leticia Laureano Teaching Discrimination Blackness University Docência Discriminação Negritude Universidade Docentes negras no ensino superior |
title_short |
Still outside the classroom: black women in higher education |
title_full |
Still outside the classroom: black women in higher education |
title_fullStr |
Still outside the classroom: black women in higher education |
title_full_unstemmed |
Still outside the classroom: black women in higher education |
title_sort |
Still outside the classroom: black women in higher education |
author |
dos Santos, Leticia Laureano |
author_facet |
dos Santos, Leticia Laureano Ziliotto, Denise Macedo |
author_role |
author |
author2 |
Ziliotto, Denise Macedo |
author2_role |
author |
dc.contributor.author.fl_str_mv |
dos Santos, Leticia Laureano Ziliotto, Denise Macedo |
dc.subject.por.fl_str_mv |
Teaching Discrimination Blackness University Docência Discriminação Negritude Universidade Docentes negras no ensino superior |
topic |
Teaching Discrimination Blackness University Docência Discriminação Negritude Universidade Docentes negras no ensino superior |
description |
Affirmative policies such as Law 12,711/2012 - known as quota law - and the black women’s presence in the labor market may suggest that race and gender discrimination are minimized. However, social and educational inequalities continue to show significant effects on black women. In this way, the present exploratory and qualitative approach were developed from the case study perspective addressing a black university teacher's professional career. The interviewee reveals that investing in education was a strategy used to overcome the barriers experienced, and university teaching became a professional objective after entering the graduate program. The teacher mentioned the racial discrimination episodes in the university environment and the constant need to demonstrate her competence in the professional spaces she occupies. In the academic context, black teachers’ presence is still seen with strangeness by society but valued by colleagues and afro-descendant students, establishing itself as a reference for other black professionals and students. She evaluates that her work at the university can enhance students’ reflection about the black population's presence and empowerment in different social contexts. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-07 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Estudo caso |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.unilasalle.edu.br/index.php/Mouseion/article/view/7610 10.18316/mouseion.v0i37.7610 |
url |
https://revistas.unilasalle.edu.br/index.php/Mouseion/article/view/7610 |
identifier_str_mv |
10.18316/mouseion.v0i37.7610 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.unilasalle.edu.br/index.php/Mouseion/article/view/7610/pdf |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Mouseion info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Mouseion |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade LaSalle - Unilasalle Canoas |
publisher.none.fl_str_mv |
Universidade LaSalle - Unilasalle Canoas |
dc.source.none.fl_str_mv |
Mouseion; No. 37 (2020); p. 39-49 Revista Mouseion; n. 37 (2020); p. 39-49 1981-7207 reponame:Mouseion (Canoas) instname:Centro Universitário La Salle (Unilasalle) instacron:UNILASALLE |
instname_str |
Centro Universitário La Salle (Unilasalle) |
instacron_str |
UNILASALLE |
institution |
UNILASALLE |
reponame_str |
Mouseion (Canoas) |
collection |
Mouseion (Canoas) |
repository.name.fl_str_mv |
Mouseion (Canoas) - Centro Universitário La Salle (Unilasalle) |
repository.mail.fl_str_mv |
||revista.mouseion@unilasalle.edu.br |
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