Black women in university teaching: insurgency and transgression

Abstract

This article is part of doctoral research, which has already been completed. The objective of the investigation was to carry out an analytical mapping of the academic trajectories of black teachers who work in undergraduate courses at the Universidade Federal Fluminense (UFF). Objectively, a search was systematized to correlate the performance dynamics of social markers, gender, race and class, guided by the theoretical framework of intersectionality, considering that such categories operate intertwined and in variable and distinct intensities. We sought to investigate the way in which such categories are evident in the academic trajectories of the teachers who participated in this production and what vicissitudes they faced. It is worth highlighting that regarding the class category, it is nec-essary to avoid establishing a hierarchical view that often centralizes it and secondaryizes other categories. The research methodologies used were qualitative and quantitative. When accessing the teaching staff database, made available by UFF, the gender and race categories reported in each course made quantitative analysis possible. Emphasizing the complementary nature of quantitative/qualitative methodologies, the analysis of the aca-demic trajectories of black teachers was made possible by the use of a questionnaire and from this, a comparison was made with the lattes curriculum of each teacher. In this study, despite pointing out the advances made by black teachers in a federal higher education institution, it also reveals the multiple manifestations in which racism, machismo, sexism and classism operate intertwined in the academic trajectories of teachers who participated in this research.