Resumen:
This dissertation presents the academic history of Black female university professors and the obstacles they have faced on the path toward professional consolidation in a public university in Bahia. It seeks to analyze the challenges encountered by Black women throughout their academic trajectories leading up to their access to university teaching positions at the Federal University of Recôncavo da Bahia (UFRB), specifically at the Center for Teacher Education (CFP) in the city of Amargosa, Bahia. It also examines the pursuit of their first job in the labor market, the barriers to entering academia, and the difficulties encountered throughout this process.The relevance of this research lies in the use of intersectionality in both research and education, as this framework provides a means to analyze the identity dimensions of Black female professors through intersections of race, class, gender, labor, and other factors that permeate political, social, cultural, and economic structures. Therefore, this analysis encompasses the educational history of Black women within Brazilian society and brings forth reflections such as: What strategies enable their access to and permanence in public universities as faculty members? How does the trajectory of becoming a university professor allow for the (dis)connection of identity with Black womanhood, and how do these experiences shape and construct relationships with racist, patriarchal, and sexist practices?Thus, this work is characterized as a qualitative research study based on interviews, with an empirical, exploratory, and theoretical approach, aiming to analyze, from an intersectional perspective, the trajectories of Black female professors at the Federal University of Recôncavo da Bahia (UFRB).
