Interseccionalidade de gênero e raça na docência do ensino superior: representatividade, visibilidade e resistência

Abstract

Faced with the invisibility of black women in the educational field and in the face of a scenario permeated by historical, social, cultural, economic and political processes, black women teachers of higher education stand out who fall into a field that, traditionally, has always been occupied by white men, and recently, by non-black women. Thus, when we speak of black women, we speak of specific demands that must be articulated to gender and race, as such issues treated in isolation do not satisfy the analysis of the dynamics of existing social interactions. Thus, this work aims to investigate the presence and participation of black women in the field of science. To this end, we seek to know the gender and race profile that makes up the teaching staff of the Federal University of Pampa, investigate the application of Law 12.990 / 2014 in the teaching competition notices of this institution as well as analyze the search and advancement of black candidates due to the availability of vacancies and also to give visibility to black women professors of higher education who are involved with the themes of gender and / or race, collaborate with the insertion of girls and women in the scientific area. From the ethnography of documents, we take a look from the perspective of intersectionality in order to analyze the teaching staff of Unipampa in relation to the gender and race profile that makes up the faculty of the institution. This universe subsidized the problematizations surrounding the mostly white composition still prevalent in the scientific field, from such discussions we permeated analyzes under the institution's teaching admission notices in order to investigate the application of Law 12.990 / 2014, the search for vacancy reservations and the advancement of black candidates for higher education. With this, we can see that the presence of black women as teachers are being made invisible by a teaching staff that universalizes the subjects, especially with regard to the category of women, yet we infer that the reservation of racial vacancies does not guarantee the change of the hegemonically white profile of an institution. Subsidized by such reflections and problematizations, we seek to remove black women from the invisibility of a general teaching staff, seeking to look at the black teachers present at Unipampa and who, involved by the themes of gender and race, collaborate with possibilities of empowerment of black girls and women. We reflected that the importance of their presence in the scientific field goes beyond representativeness, permeating the construction of new epistemologies, expanding the possibilities of producing non-hierarchical knowledge. Thus, we believe that this research contributes to the production of qualitative research that deals with the presence and participation of black women in the scientific field. Based on this, we believe that this research can foster other problematizations to think about strategies to face racial and gender inequality in the academic context.