Racismo, Mulher negras e Máscara Branca: Relação entre pertença racial e trajetória profissional, segundo as concepções de estudantes negras de pedagogia da Universidade Federal da Bahia (UFBA)

Abstract

Gender and “race” constitute double markers that imply black women negative identity construction, the result of power relations that feed and maintain this segment in particular, in situations of disadvantage in the educational, political, cultural and others. Therefore, the main objective of this work was to analyze how black pedagogy students at UFBA perceive the ethnic-racial relations in the face of acting as interns in network schools large private sector in Salvador. The qualitative approach method, characterized by exploratory - descriptive research, in which the questionnaire was used for data collection. The research universe consisted of 11 women black, students regularly enrolled in the Pedagogy course at UFBA. O Data collection period took place from November 2012 to January 2013. The studies carried out on gender and ethnic-racial relations in Brazil had based on the theoretical assumptions found in: Almeida (1998), Louro (1997), Ribeiro (2007) Guimarães (1998), Gomes (2005), Munanga (2008), Schwarcz (1993) and others. The analysis and discussion of empirical data culminated for the following results: the difficulties of mobility of the positions and the underrepresentation in functions destined to the areas of teaching, coordination and reception in private schools; the “silencing” of students about the perception of "self" as a "target" of racism and the absence of a critical in the face of racial issues; the importance of academic, pedagogical, politically qualified as the strategies for affirming and strengthening of their identities. In view of this, it is necessary to broaden the view regarding of this segment and the promotion of discussions aimed at promoting actions of equity.