Banca de QUALIFICAÇÃO: MAIARA SANTOS DE SOUZA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : MAIARA SANTOS DE SOUZA
DATE: 04/08/2025
TIME: 10:00
LOCAL: Online
TITLE:

Black Women Teachers: Identities and Pedagogical Practices in Public Schools in the State of Pernambuco

KEY WORDS:

Identity, Intersectionality, Teachers and Education, Pernambuco State School System, Institutional Racism, Anti-Racist Education.

PAGES: 57
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research is grounded in the principles of anti-racist education, in accordance with Laws No. 10.639/2003 and No. 11.645/2008, which emphasize the importance of including reflections on Afro-Brazilian, African, and Indigenous History and Culture in the school curriculum. Thus, the main objective of this study is to understand the trajectories of Black women teachers in public schools within the state network of Pernambuco, analyzing the processes of Black identity formation and professional development, as well as investigating the challenges these teachers face in school environments marked by institutional racism. Considering that racial inequalities in Brazil are intensified by gender issues, this research also seeks to explore how the experiences of oppression lived by Black women—shaped by the social division of labor and historical stereotypes—impact their professional performance and presence in educational spaces. Therefore, it becomes essential to analyze how racism and gender inequalities operate within school environments, contributing to the underrepresentation of Black women teachers in the educational system and rendering their unique contributions invisible. The research adopts a qualitative approach, using semi-structured interviews with teachers from different subdivisions of the Metropolitan Region of Pernambuco, aiming to deepen the understanding of their experiences, challenges, and perspectives on education. The collected data will be analyzed through content analysis, as proposed by Bardin (1977), in order to identify recurring patterns and themes in the participants' narratives. This study aims to contribute to a broader understanding of the experiences and challenges faced by Black women teachers working in basic education, fostering reflections on the intersection of educational public policies and teacher training, and supporting the development of more inclusive actions to address social and racial inequalities within schools. In doing so, the study seeks to strengthen the promotion of diversity and the construction of a more equitable and inclusive educational system.

COMMITTEE MEMBERS:
Interna - ***.536.134-** - CIBELE MARIA LIMA RODRIGUES - FJN
Presidente - DENISE MARIA BOTELHO
Externa à Instituição - MARTHA ROSA FIGUEIRA QUEIROZ - UFRB