2026-09-082026-09-082026-05-15AMORIM, Janaina Lopes de. A docência a partir das margens: tensionamentos, assimetrias e contribuições das mulheres racialmente subalternizadas no ensino de jornalismo na Amazônia. Orientadora: Rosaly de Seixas Brito. 2026. 174 f. Tese (Doutorado em Comunicação, Cultura e Amazônia) - Instituto de Letras e Comunicação, Universidade Federal do Pará, Belém, 2026. Disponível em: https://repositorio.ufpa.br/handle/2011/18624. Acesso em:.https://repositorio.ufpa.br/handle/2011/18624This doctoral dissertation aims to understand how social, gender, and racial inequalities shape the experiences of Black and Brown women engaged in journalism teaching in the Amazon. Women's prominence in academia is reflected not only in numerical terms but also in the quality of their scholarly production. At federal universities located outside the country's major urban centers, women journalism scholars lead in high-quality academic production (Cajazeira, 2019). Despite this, there is a notable lack of studies specifically addressing women's work in higher education teaching, particularly with regard to the intersections of gender and race. This dissertation seeks to contribute to breaking this structural silence, produced by a system that delegitimizes these issues by considering them unimportant or by confining them to spaces other than science. The study also stems from the urgent need to conceive a feminist project of science that highlights the historical and cultural experiences and the knowledge of women from the margins (Rago, 2019), recognizing them as communicative subjects (França, 2006), who actively participate in the production of knowledge despite confronting the hegemonic standards governing its validation. It also arises from the following question: How do gender, race, and class asymmetries shape and affect the trajectories of women engaged in journalism teaching in the Amazon? The study is grounded in the perspectives of racially subalternized women, particularly Black and Brown women, who teach journalism in the Amazon region, seeking to understand how individual subjectivities and collective experiences intertwine in their narratives and how processes of self-recognition and mutual recognition take place among them. From a theoretical and methodological standpoint, intersectionality constitutes a central analytical framework, since it is not possible to understand the experiences of the faculty members participating in this study except through the articulation of multiple specific forms of oppression that intersect in their everyday lives. Furthermore, the study draws upon Black feminist epistemology and epistemologies of the margins (Rago, 2019; Collins, 2000; Kilomba, 2019), recognizing these women as communicative subjects who actively participate in the production of knowledge despite confronting the hegemonic standards governing its validation (França, 2006). As field data collection instruments, electronic questionnaires were used to gather socioeconomic information, and semi-structured interviews were conducted to obtain qualitative data. The findings indicate that journalism teaching in the Eastern Amazon is structured by processes of meaning-making that produce gender and racial asymmetries, manifested through everyday forms of violence such as silencing and delegitimization. Women faculty members are treated as though they do not belong in the academic environment, being labeled as "too emotional" within a context that privileges reason as heterosexual and White. Their professional competence is questioned, and they are subjected to hostility when they hold leadership positions. Nevertheless, journalism teaching is structured not only by racism and sexism but also by movements of reparation and epistemological transformation. In response, these women's work has expanded theoretical and methodological repertoires by challenging the Eurocentric epistemic paradigm. This research produces situated knowledge from the perspective of women journalism faculty in the Amazon, making visible the pedagogical strategies they employ, which significantly contribute to reconfiguring the university environment and enriching the field. By drawing attention to these perspectives, this study seeks to contribute to discussions surrounding communication, gender, and forms of resistance in journalism higher education.Acesso AbertoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/GêneroRaçaAutoidentificação racialDocência em jornalismoAmazôniaTeseCNPQ::CIENCIAS SOCIAIS APLICADAS::COMUNICACAOCOMUNICAÇÃO, CULTURA E SOCIEDADES NA AMAZÔNIACOMUNICACAO