Teaching in higher education: the dialectics of Intersectionality across disability, race and gender
DOI:
https://doi.org/10.5902/1984686X88632Keywords:
Teaching work, Social indicators, People with disabilitiesAbstract
Based on the epistemological foundations of historical materialism, the article aims to analyze the teaching work of people with disabilities in Brazilian higher education. Specifically, it seeks to understand the dialectic between disability, race and gender and their impact on professional performance in higher education. To this end, it uses microdata from the 2022 Annual Social Information Report as its unit of analysis. The data was processed using the computer languages Python and R. with variables related to the categories type of disability, gender, race/color, minimum wage and level of education. The results show the impact of disability on inclusion in the formal world of work, including in jobs that have salary, cultural and social advantages. The analysis based on the dialectic of transversality shows that the inequalities detected in teaching in higher education cannot be reduced to a single dimension; on the contrary, the intersection of race, gender and disability creates a complex system of oppression and multiple forms of discrimination.
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