Trajetórias de professoras negras: questões raciais e de gênero

Abstract

This course completion work aimed to understand the trajectories and experiences of black teachers in early childhood education and teaching fundamental I. We understand that racial inequality and gender inequality affect and pervade the trajectories of these teachers. We intend, with this research: understanding the path they took to become teachers pedagogues, to identify the motivations of black women in the professional choice of Pedagogy and analyze how racial and gender inequality affect the work they do at school. For this, we developed a research qualitative, bibliographical and exploratory. methodologically we accessed the life narratives of black female teachers in theses and dissertations published on the subject. The theoretical framework that guided our analyzes was composed of racial and gender studies in Education. we work especially with the author and authors: Gomes (2005), Louro (1997a and 1997b), Nascimento (2012), Carvalho (2018), Lins, Machado and Escoura (2016), Da Silva, Machado e Costa (2021) and Carneiro (2003). As a search result, we could observe that racism was present in the school trajectory (childhood and youth) and academic (adult life) of black teachers. Also identified that the main motivations for choosing the teaching profession and/or pedagogy were influenced by socioeconomic issues, desire and ascension Social. Finally, we analyzed that in the work environment, as pedagogues, they face racial and gender inequality, such as: difficulty of insertion in the labor market, have their competences constantly questioned and face obstacles when assuming management positions.