Mulheres na Dociência: interseccionalidades e resistências para a construção de uma ciência plural

Abstract

In this study, I investigated how the relationship between teaching labor, gender, and race materialize within the professional, and academic trajectories of women teachers working in the state public education system in the city of Jataí, Goiás. The research is rooted in a decolonial epistemological perspective, and in the intersectional approach of Black feminism, based on the understanding that educational and scientific inequalities are produced by historical systems of power that articulate race, gender, class and labor. I adopted intersectional and dialogical autoethnography as a qualitative methodological perspective, articulating the researcher’s involvement, intersectionality, dialogue, outreach, and popular education as inseparable dimensions of knowledge production. The investigative process involved dialogue with ten basic education teachers, whose narratives were constructed through conversations, collective meetings, community-engaged, and university outreach actions. I understand university outreach as a space for listening, knowledge production, and community-building. As a methodological development of the research, I developed the web series Mulheres na Docência: Intersseccionalidades e Resistências, which constitutes the educational product of this study. The four-episode web series created within the scope of university outreach activities and was inspired by Freirean Culture Circles as well as by an engagement of liberatory pedagogy. The educational product was consolidated as a digital media resource grounded in popular education, aimed at the scientific community, the recognition of teachers’ knowledge, and the expansion of public debate on gender, race, and teaching. The finding demonstrates that teaching labor is deeply permeated by processes of precarity, institutional violence, silencing, and the delegitimization of knowledge — dynamics that affect Black women and mothers more profoundly. At the same time, the narratives reveal strategies of resistance, aquilombamento, meaning-making, and permanence in teaching, sustained by affective bonds, collectivity, and hope. As a theoretical contribution of this dissertation, I developed a concept of Dociência, which understands teaching as a practice inseparable from teaching itself, scientific knowledge production, and university outreach activities. Teachers are intellectuals, scientists, and producers of situated knowledge. I conclude that recognizing the voices, experiences, and resistances of women in teaching is fundamental to building a plural science committed to social justice, public education, and historical reparation.