Docências negras no ensino superior: o caso da Universidade Federal de Pelotas.

Abstract

This dissertation is part of the research line “Decolonial Epistemologies, Transgressive Education and Transformation Practices” of the Postgraduate Program in Education at the Federal University of Pelotas (PPGE/UFPel). It is an investigation that intends to study the ways in which black teachers at UFPel experience teaching in university education, based on race and gender markers. In this sense, UFPel is understood as a space that potentiates meanings to think about the research problem, constituting itself as a unit for a Case Study. It was worked methodologically from a qualitative analysis of the data, mainly with the semistructured individual interviews with black teachers, analyzing the textual corpus resulting from them, and applying a hermeneutic perspective. In the analysis, three categories of signification were listed, constructed from the teachers' reports about the ways in which they experience teaching: the first called “racial isolation and loneliness”; the second, “representativeness and blackness”; and the third, “daily racism and symbolic violence”. The experience of being a black teacher in university education is marked by race and gender cutouts, which over the academicprofessional trajectory of the interviewed teachers impacts them from the experiences of racism and sexism that they experienced and experience over their paths. This experience also concerns a search for construction and reconstruction of oneself, in the space of the University and in so many others, where teachers often face confrontations when they do not fit into the social stereotypes of subordination and subjection to which black people were designated based on the ideas of a slavery and colonial model that was current in Brazil for more than three centuries.