A cor da pele dita o “tom”: análise sobre as mulheres negras no espaço escolar.

Abstract

Black women carry stigmas that doubtfully make them targets of violence. Racism and sexism accompany them, being masked by the myth of racial democracy, which, in addition to structural racism, results not only in the physical or psychological aggression of this female, but, above all, in her identity. In this scenario, the present academic work questions the role of the school, as well as Sociology classes in basic education, as a space for discussions and ruptures of secular paradigms that manage around the theme of gender. In the investigation, we start from the use of bibliographic sources (theses, dissertations, articles and books), for the analysis of the socially constructed identity of the black female, as well as, of the educational and ethnic-racial legislation enacted in the last decades. Theorists like Sueli Carneiro, Djamila Ribeiro, Angelas Davis, bell hooks, Patrícia Collis, gave us the theoretical framework we needed. The empirical field has developed from the exploratory qualitative and quantitative approach. We used, as a method of data collection, virtual structured questionnaires, with objective and subjective questions, on the Google form platform applied with female students and Sociology professors from the state and private network of our state, which contained discursive questions that addressed about black identity, racism and sexism in the school space, curriculum, and social markers. The research revealed that despite the existing normative advances, whether regarding the racial equality defended, as well as the mandatory teaching of Afro-Brazilian culture in educational institutions of basic education, gender and race issues, specifically speaking, are not seen as priorities discursive, thereby favoring the permanence of the status quo as regards black women. The only historical and cultural Afro-Brazilian approach favors that other social perspectives, in this case, racism and sexism against the black female, are not addressed in the school space, thus hindering their youth protagonism.