Navegando por Assunto "Mulheres negras"

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Brinquedos e brincar na vida de mulheres educadoras negras
(Universidade Federal do Pará, 2015-12) CASTELAR, Marilda; LEMOS, Flávia Cristina Silveira; KHOURI, Jamille Georges Reis; ANDRADE, Thaís
This article discusses the play and the toy in the constitution of black women by school education practices, basic education, public and private. School practices should examine the production and reproduction of behavioral and aesthetic standards, which operate negative discrimination of gender relations and racial. In the survey were used as methodological resources: the oral history through life stories and recorded and transcribed interviews with eight women, African teachers in Salvador (BA). It was conducted literature and literature review. Analyses were performed by the content analysis, from the following categories: memories, relationships with current and professional practices related to gender and racism at school. The toy and the game appeared as racism analyzers and gender stereotypes in education, resulting in the suffering of children. Curriculum adaptation is suggested in schoolwork, considering the promotion of educational equity.
Acesso aberto (Open Access)
De Dandara a Firmina: o ensino de História do Brasil a partir de Mulheres Negras no Ensino Médio Integrado
(Universidade Federal do Pará, 2020-10-05) COSTA, Rayme Tiago Rodrigues; CHARLET, Eliane Cristina Soares; http://lattes.cnpq.br/6000275052016633
A single story has been told about the black population and black women in the teaching of Brazilian history, a history of invisibility and subordinate places, where black people is dehumanized and black women reduced to the conditions of mulattos, domestic workers and black mothers. This narrative is result of a conscious historical process of dehumanization shaped by the West in modernity/coloniality to generate dominance and consolidation of power. In this sense, this master’s dissertation seeks to be a response to this context, aiming at to build a narrative in the teaching of Brazilian history in light of the trajectory of five black women, Dandara, Chica da Silva, Mônica, Luiza Mahin and Maria Firmina dos Reis, mobilizing their perspectives to understand the colonial context (16h-19th century), visualizing marginalized characters and contexts and presenting the methodology and the ideas on which this experience is based, having the web system “Women Black in History Teaching” as a product of the activities carried out. This research was developed at the Federal Institute of Education, Science and Technology of Pará, campus located in the city of Paragominas, concurrently the history classes for the second year high School of informatics class, in 2018. For this, it was necessary to decolonize ways of seeing, intersectionality, gender and the scale games of microhistory were used as procedural tools, combined with student’s knowledge to understand the black women from the present and the past. The methodology used was the classroom-workshop (BARCA, 2004) where the students, after being acclimated about the contexts, they were divided into groups and had access to sources about each character, presenting in the form of a seminar its context and biography, which were used to produce the web system. Understanding the colonial past through the lenses of black women materialized and approached the history of the students' daily lives, a lot of them made an appropriation of the characters as symbolic elements for the positivity of blackness, starting to observe black women around them and their issues, in addition to analyze critically what is to be a woman and criticism of white femininity.
Acesso aberto (Open Access)
O ensino de História e as mulheres negras: contribuições para a formação de identidades negras no Ensino Fundamental
(Universidade Federal do Pará, 2024-11-25) OLIVEIRA, Brenda Cardoso de; LOPES, Siméia de Nazaré; http://lattes.cnpq.br/8791203591623509; orcid logo https://orcid.org/0009-0005-4933-1251
This study aims to understand how History Teaching can contribute to the debate on black identities with students in Elementary School – Final Years, based on the historical trajectory of black women. To this end, the study is theoretically based on reflections on black feminism, decoloniality, and Education for Ethnic-Racial Relations. The research was developed based on the methodological procedures of action research and carried out in a private school, located in the city of Ananindeua, with students in the eighth and ninth grades of Elementary School, during the school practice of History Teaching. The sources used for the research were the institution's teaching materials, the History contents of Elementary School – Final Years ac-cording to the BNCC, as well as the images and representations contained in the textbooks. As a result, it was found that there are few analyses in relation to the racial debate and the promo-tion of positive black identities, mainly in relation to the historical protagonism of black women. To reverse this problem, we proposed, as an educational product, didactic sequences in History Teaching for Elementary School students – Final Years, who led the debate on race, gender and class based on the historical trajectory of black women. The objective of the educational product is to contribute to the debates on positive black identities and thus enable black students to (re)cognize their historical, racial, social and cultural belonging, and for non-black students, to adopt a critical stance towards racist practices and to promote anti-racist actions.
Acesso aberto (Open Access)
Entrelaces da resistência: comunicação e práticas emancipatórias de mulheres negras trançadeiras da Amazônia
(Universidade Federal do Pará, 2023-06-13) SOUSA, Raissa Lennon Nascimento; AMORIM, Célia Regina Trindade Chagas; http://lattes.cnpq.br/9650931755253248
This research focuses on the emancipatory practices of black women hair braiders living in Amazônia, in Belém Pará. We understand braiding activity as communicative experience of resistance, economic autonomy, and overcoming the oppressions that affect black Amazonian women. The braid, for black women and men, is not just a matter of aesthetics or vanity it represents an encounter with African ancestry and the affirmation of an historically relegated identity by a racist society. For Nilma Lino Gomes (2019), hair and body can be considered expressions of Brazilian black identity, since they are symbols of relations of violence and ethnic racial inequalities. The objective of this work is to understand, in light of communication and social sciences, the crossings that women hair braiders experience on issues concerned to racism, black identity, coloniality, ancestry, territoriality, and resistance. We understand that braiding culture in Amazônia enables singular forms of communication divergent from the logic of the capitalist and colonialist white patriarchal system. As methodological paths inspired by Kilomba (2019), we conducted an investigation focused on the individuals, through non-directive interviews (in depth) with black women hair braiders, who work in the city of Belém Pará. From the reports extracted from this dialogue, we interweave a decolonial and Afrodiasporic epistemology, in which the women's narratives are what show us the paths of research. We are supported by Muniz Sodré's (2014) notion of the organization of the bond and the “common”, Paulo Freire's (2018) critical theory, Grada Kilomba's (2019), bell hooks' (2017) and Nilma Lino Gomes' (2019) reflections on race and gender, and Zélia Amador de Deus' (2019) and Vicente Salles' (1971) perspective on blackness in Amazônia, among others. The emancipatory practices of women hair braiders happen through overcoming economic difficulties, in solidarity, in the valorization of a black, feminist, and Amazonian identity, and above all, in the communicative relationship of black ancestry promoted by braiding.
Acesso aberto (Open Access)
Mulheres negras no palco do debate sobre crimes raciais: uma análise das ofensas racistas no Tribunal de Justiça do Pará
(Universidade Federal do Pará, 2022-09-28) SIQUEIRA, Samara Tirza Dias; SOUZA, Luanna Tomaz de; http://lattes.cnpq.br/5883415348673630; https://orcid.org/0000-0002-8385-8859
In this research, I will investigate the violence imposed on women in the racist insults present in the judgments of the Court of Justice of Pará, published between the years 2009 and 2020. For that, I will analyze the racial composition of the Court, the racist offenses judged in the judgments studied and norms for combating gender-based and racial violence. As a methodology, I will use the inductive and colored method. In addition, I will use jurisprudential, documentary, bibliographic research and content analysis of the selected decisions. First, I will address the Court’s racial profile, based on information from the census carried out by the National Council of Justice (CNJ, 2018), in the light of studies on whiteness, reflecting on the absence of black women in the judiciary. In a second moment, I will classify the offenses examined into categories, with the aim of verifying the violence that influences racist insults against black women. Finally, I will explain about the invisibility of black women in studies about the criminalization of racism, as well as in the elaboration of policies to combat gender violence and racial violence. In the end, I realized that black women suffer a specific victimization process in the context of racial crimes. Furthermore, there is a need to recognize their suffering and consider them as autonomous subjects in the discussions and in the creation of policies to combat racial violence and gender violence, at the risk of perpetuating violations, excluding them from the scope of protection. of the created measures.