SILVA, R. M.; http://lattes.cnpq.br/1263483100996253; SILVA, Rosana de Medeiros.
Résumé:
We present here the results of the Master's research developed in the Youth and Contemporary
Issues Line — Center for Sustainable Development of the Semi-Arid — Federal University of
Campina Grande — of the Professional Master's Program in Sociology in National Network —
PROFSOCIO. We raised as a research question: what approach does the sociology textbook
give to gender/race and its consequences in the teaching of sociology? We join the Theoretical
Approach of Postcolonial Studies and Latin American Black Feminism. We assume that in the
knowledge we acquire at school that allow us to interpret society, or societies, in view of the
diversity of human organizations, we have the Social Sciences occupying an important place in
the school curriculum through the discipline of Sociology. Since this is fundamental, it revisits
an important method to build a better society through the maturing of the sociological
perspective, where individuals can position themselves in the world in which they live.
Therefore, we adopted as a theoretical-methodological procedure, the state-of-the-art research,
surveying the absence of Black Women in Sociology Textbooks, through the website "Capes
Thesis Bank — BDTD". following descriptors: “Gender”; "Breed"; "Black woman";
“Intersectionality”; “Sociology Textbook”; “Black Feminism”, “PNLD”, “National Textbook
Program.” The state of the art indicated that, despite the wide range of books and handouts
produced by different authors in different Brazilian states, there is a close result of themes and
authors that limit the potential of discussions in Social Sciences. In the spaces of knowledge
production in Brazil, composed mostly of Black Women, the logic of knowledge still prevails,
white subject in relation to black subject, ranking knowledge perversely. According to Sueli
Carneiro, epistemic racism is a great operational tool, contributing strongly to the consolidation
of gender, race and class hierarchies, produced by epistemicide itself, defining who can speak
and who can produce knowledge. That is, who throughout history has always been authorizing
with rights and had their productions as relevant and scientific. The realization of epistemicide
is conceived through numerous actions that are articulated and provide feedback, we reaffirm in
view of the data that of the six dissertations carried out between the period 2010 to 2020
addressing the themes of gender and race in sociology textbooks, of these, only 4 were studies
conducted by self-declared Black Women. Sociology textbooks dialogue very little with the
themes listed, through black female epistemologies. With the intention of establishing a
dialogue between gender/race, social movements and the teaching of sociology from the images
and discourses about Black Women, the importance of acquiring, in the school environment,
teaching support material, and in a way, became evident. positive break with the silencing
imposed by oppression. In this sense, it intentionally built a didactic support material, resulting
in the HQ Cara Preta: Do you know Brazilian Black Feminism? Search through epistemic
disobedience contributes to formulating legitimate scientific knowledge, as well as to the
(re)knowledge that they are an opportunity to, in the community, finally, stop being what they
are not, seeking to point out the importance of understanding such social configurations.