Da menina negra á mulher preta: educação e identidade
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Data
2021-03-05
Autores
Costa, Juliana dos Santos
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Universidade Estadual Paulista (Unesp)
Resumo
O Movimento do Feminismo Negro, no Brasil, vem crescendo contemporaneamente e reivindicando novas pautas para a promoção de políticas públicas e de ações que visem ao empoderamento e à construção de um novo local social da mulher negra. O diferente enfoque trazido pela interseccionalidade destaca as peculiaridades que o racismo, que o machismo e que a pobreza, juntos, promovem no caminhar sociocultural da negritude. No ambiente escolar, podemos notar a “não presença” de mulheres negras nos livros didáticos, apesar de seus grandes feitos históricos, como, por exemplo, Tereza de Benguela e Aqualtune. É um relato silencioso do lugar social do feminino negro no Brasil, remetendo-nos, portanto, aos conceitos de “sociologia das ausências”, de Boaventura, e de “imagens de controle”, de Collins. Diante desses fatos, ao quais pretendendo acoplar conhecimento às ações da década internacional de Afrodescendentes (2015-2024), proclamada pela Assembleia Geral da ONU, esta pesquisa desenvolve-se a partir da seguinte problemática: Quais as possibilidades da educação formal para a construção da identidade de meninas negras no Brasil? Pretendemos responder a este questionamento por meio dos seguintes objetivos específicos, a saber: (i) contextualizar, a partir da interseccionalidade e do conceito das imagens de controle, a problemática da mulher negra na sociedade brasileira contemporânea; (ii) levantar o papel da escola para a construção de identidade de gênero e de raça; (iii) analisar proposta educativa voltada às meninas negras. A abordagem é qualitativa e a natureza da pesquisa é aplicada. As técnicas utilizadas são pesquisa bibliográfica e análise documental. Os materiais analisados são a produção midiática intitulada “Porque preciso voltar à escola”, produzida por Ana Paula Xongani em parceria com Michelle Obama, e o documentário “Parece Comigo”, vencedor do 10º Edital de Roteiros Rucker Vieira da Fundação Joaquim Nabuco. A análise dos documentários revelou que há aspectos centrais relacionados à educação de meninas negras, como a inexistência de bonecas negras que possibilitem a construção de uma identidade negra feminina e os racismos sofridos no ambiente escolar, sobretudo relacionados a padrões estéticos excludentes e homogeneizados. Pretende-se ainda, a partir do conteúdo desta dissertação contribuir com conhecimentos e possibilidades para a reflexão e a implementação de ações educativas comprometidas com o enfrentamento e conscientização sobre as desigualdades e violências sofridas pelas mulheres negras no Brasil e ao mesmo tempo proporcionar elementos que favoreçam a construção de uma identidade negra positiva.
The Black Feminism Movement in Brazil has been growing contemporaneously and demanding new guidelines for the promotion of public policies and actions aimed at empowering and building a new social place for black women. The different approach brought by intersectionality highlights the peculiarities that racism, sexism and poverty together promote in the socio-cultural path of blackness. In the school environment, we can notice the “non-presence” of black women in textbooks, despite their great historical achievements - such as Tereza de Benguela and Aqualtune. It is a silent account of the social place of the black female in Brazil, referring, therefore, to the concepts of “sociology of absences'', by Boaventura, and “control images”, by Collins. Given these facts, and intending to combine knowledge with the actions of the international decade of Afro Descendants (2015-2024), proclaimed by the UN General Assembly, this research develops from the following problem: How has formal education operated in the construction of black girls' identity in Brazil? It is intended to answer this problem through the following specific objectives: Bring the concept of control images to the problematic of black women in contemporary Brazilian society from the perspective of intersectionality; Demonstrate the role of the school in building gender and race identity; Analyze the currents educational proposals taking into account the needs for building a positive identity for black girls.The approach is qualitative and the nature of the research is applied. The used techniques are bibliographic research and documental analysis. The analyzed materials are the media production entitled “Why I need to go back to school”, produced by Ana Paula Xongani in partnership with Michelle Obama, and the documentary “Seems to be with me”, winner of the 10º Edital de Roteiros Rucker Vieira by Fundação Joaquim Nabuco. The analysis of the documentaries revealed that there are aspects related to black girls’s educationl, such as the lack of black dolls that allow the construction of a black female identity, and the racisms suffered in the school environment, especially related to exclusive and homogenized aesthetic standards. It is also intended, based on the content of this dissertation, to bring knowledge and possibilities to reflect and implement an education committed to confronting and raising awareness about the inequalities and violence suffered by black women in Brazil, and at the same time provide elements that support the construction of a positive black identity.
The Black Feminism Movement in Brazil has been growing contemporaneously and demanding new guidelines for the promotion of public policies and actions aimed at empowering and building a new social place for black women. The different approach brought by intersectionality highlights the peculiarities that racism, sexism and poverty together promote in the socio-cultural path of blackness. In the school environment, we can notice the “non-presence” of black women in textbooks, despite their great historical achievements - such as Tereza de Benguela and Aqualtune. It is a silent account of the social place of the black female in Brazil, referring, therefore, to the concepts of “sociology of absences'', by Boaventura, and “control images”, by Collins. Given these facts, and intending to combine knowledge with the actions of the international decade of Afro Descendants (2015-2024), proclaimed by the UN General Assembly, this research develops from the following problem: How has formal education operated in the construction of black girls' identity in Brazil? It is intended to answer this problem through the following specific objectives: Bring the concept of control images to the problematic of black women in contemporary Brazilian society from the perspective of intersectionality; Demonstrate the role of the school in building gender and race identity; Analyze the currents educational proposals taking into account the needs for building a positive identity for black girls.The approach is qualitative and the nature of the research is applied. The used techniques are bibliographic research and documental analysis. The analyzed materials are the media production entitled “Why I need to go back to school”, produced by Ana Paula Xongani in partnership with Michelle Obama, and the documentary “Seems to be with me”, winner of the 10º Edital de Roteiros Rucker Vieira by Fundação Joaquim Nabuco. The analysis of the documentaries revealed that there are aspects related to black girls’s educationl, such as the lack of black dolls that allow the construction of a black female identity, and the racisms suffered in the school environment, especially related to exclusive and homogenized aesthetic standards. It is also intended, based on the content of this dissertation, to bring knowledge and possibilities to reflect and implement an education committed to confronting and raising awareness about the inequalities and violence suffered by black women in Brazil, and at the same time provide elements that support the construction of a positive black identity.
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Palavras-chave
Educação de meninas negras, Educação étnico-racial, Identidade, Empoderamento, Interseccionalidade, Education of black girls, Ethnic-racial education, Identity, Empowerment, Intersectionality