Orientador: Maria Suely Kofes / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-10T17:52:57Z (GMT). No. of bitstreams: 1 Pacheco_AnaClaudiaLemos_D.pdf: 1428683 bytes, checksum: 23c1227d6220471c8b7ca94c419dd090 (MD5) Previous issue date: 2008 / Resumo: Esta tese pretende discutir os aspectos relacionados com as escolhas afetivas e significados de solidão entre mulheres negras em Salvador, Bahia, tendo em vista, particularmente, os critérios de raça e gênero. Para tanto, selecionei como recorte empírico, dois conjuntos de mulheres negras sem parceiros fixos: o primeiro, constitui-se de ativistas políticas, integrantes do movimento de mulheres negras e / ou do movimento negro; e o segundo, de mulheres nãoativistas. Foram selecionadas 25 mulheres de vários segmentos sociais, tais como: trabalhadoras domésticas, professoras, intelectuais, trabalhadoras autônomas. A escolha desse objeto de estudo está baseada em alguns estudos demográficos dos anos 80 e em entrevistas realizadas que apontaram a cor/raça como um elemento precedente na preferência afetivo-sexual de parceiros. Como resultado dessas escolhas, haveria um ¿excedente¿ de mulheres negras ¿solitárias¿, isto é: i) sem parceiros afetivos fixos; ii) sem relações afetivo-sexuais estáveis, em relação às mulheres pertencentes a outros grupos raciais. A fim de analisar como esta premissa se processa em contextos sociais específicos, optei por fazer uma pesquisa qualitativa baseada em observação, entrevistas em profundidade, análise de trajetórias e narrativas. Outras fontes complementares foram utilizadas: revistas, relatórios, recursos fílmicos, dados demográficos, históricos e literários e referências bibliográficas. As questões colocadas são as seguintes: como raça, gênero e outros marcadores sociais operam nas escolhas afetivas das mulheres negras investigadas? Como percebem as experiências da solidão? / Abstract: This thesis intends to argue the related aspects with the affective choices and meanings of solitude among black women in Salvador, Bahia, in view of, particularly, the criteria of race and gender. For in such a way, I selected as empirical clipping, two sets of black women without fixed partners: the first one, consists of politic activists, integrants of the black women movement and or of the black movement, and the second, of women not-activists. Twenty five women of some social segments had been selected, such as: domestic workers, teachers, intellectuals, selfemployer workers. The choice of this object of study is based on some demographic studies of years 80 and on interviews that had pointed color/race as a preceding element in the affectivesexual preference of partners. As result of these choices, it would have an "excess" of "solitaries" black women, that is: i) without fixed affective partners; ii) without steady affective-sexual relations, in relation to women pertaining to other racial groups. In order to analyze how this premise processes in specific social contexts, I opted to making a qualitative research based in comment, interviews in depth, analysis of trajectories and narratives. Other complementary sources had been used: magazines, reports, filmic resources, bibliographical references, and demographic, historical and literary data. The placed questions are the following ones: how race, gender and other social markers operate in the affective choices of the investigated black women? How they perceive the experiences of the solitude? / Doutorado / Ciencias Sociais / Doutor em Ciências Sociais

Made available in DSpace on 2016-08-17T13:54:26Z (GMT). No. of bitstreams: 1 dissertacao Fernanda Lopes Rodrigues.pdf: 595363 bytes, checksum: 42132e04e4422a549e990ede1eaaaeea (MD5) Previous issue date: 2011-10-14 / This text examines discourses about the presence of black women, as a student of the training course for the public teaching of the Normal School, from 1930 to 1945, in São Luís - MA. Aims to present the results of historical research on the conditions of its formation, as well as the requirements that they were placed. The documentary sources were: the processes of public education, reports the intervening federal and directors of public instruction, editions of the Diário Oficial da União and the newspapers "O Imparcial" and "A Voz do Norte" as well as texts of legislation and educational works pedagogical published by intellectuals at the time. This analysis intended to answer the following questions: What were the demands of the black woman teacher in the education of Maranhão? What are the conditions for training in teaching? How eugenics discourse was socialized in this course? What are the meanings of black women's access to the Normal Course and her acting in teaching? It would be a strategy of whitening black students? To answer these questions were elected as analytical categories gender and race / ethnicity, learning to their connections and implications for research subjects. In this sense, were fundamental studies of Guimarães (2003, 2008), Hahner (2003), Hofbauer (2006), Louro (2010), Meyer (2003), Santos (2005) and Scott (1990), among others. Was taken as a common thread of analysis the eugenics movement in the Brazilian scenario and discusses its consequences in defining the role of the school and the social function of teachers, especially those responsible for primary education. Option that has been sustained in the work of Davila (2006), Diwan (2007) and Viviani (2007). The collected material was developed to study the offer and the operating conditions of primary school in São Luís, the principal place of operation, as well as training of future students of the Normal School. We analyzed also the conceptions about teaching, how to enter, structure and functioning of the Normal Public School in São Luís. Therefore, studies were indispensable history of education such as Robinson (1993), Sousa (2008), Veiga (2007), Vianna (2002), Vicentini & Lugli (2002). Were discussed also the causes of silencing on the ethnic-racial black students of the Normal School, highlighting the conclusion that the normal work as a means of laundering of black students. To do this, have become as essential studies Munanga (1999), Schumaher & Brazil (2007) and Skidmore (1976), among others. Based on Foucault's notion that the diffuse power in the social context is not under the control of anyone, we sought to understand the strategies of resistance to the discourses that defined places and postures to the woman teacher from a misogynist and racist vision. / Este texto aborda discursos acerca da presença da mulher negra, como aluna do curso de formação para o magistério da Escola Normal pública, no período de 1930 a 1945, em São Luís - MA. Tem como objetivo apresentar os resultados da pesquisa historiográfica sobre as condições de sua formação, bem como as exigências que lhes eram colocadas. As fontes documentais foram: os processos da instrução pública, relatórios do interventor federal e diretores da instrução pública, edições do Diário Oficial do Estado e dos jornais O Imparcial e A voz do Norte , como também textos da legislação educacional e obras pedagógicas publicadas por intelectuais à época. Nesta análise procurou-se responder aos seguintes questionamentos: quais eram as demandas da mulher negra professora no cenário educacional maranhense? Quais as condições para formação no magistério? Como era socializado o discurso eugênico neste curso? Quais os sentidos do acesso da mulher negra ao Curso Normal e de sua atuação no magistério? Seria uma estratégia de branqueamento das alunas negras? Para responder a esses questionamentos elegeram-se como categorias analíticas gênero e raça/etnia, apreendendo-se suas conexões e implicações com os sujeitos de pesquisa. Nesse sentido, foram fundamentais estudos de Guimarães (2003, 2008), Hahner (2003), Hofbauer (2006), Louro (2010), Meyer (2003), Santos (2005) e Scott (1990), entre outros. Tomou-se como fio condutor de análise o movimento eugênico no cenário brasileiro, discutindo-se suas consequências na definição do papel da escola e da função social das educadoras, especialmente aquelas responsáveis pela educação primária. Opção que se sustentou nos trabalhos de Dávila (2006), Diwan (2007) e Viviani (2007). A partir do material coletado desenvolveu-se o estudo da oferta e das condições de funcionamento da escola primária em São Luís, principal local de atuação, como também de formação das futuras alunas da Escola Normal. Analisaram-se, igualmente, as concepções sobre magistério, a forma de ingresso, estrutura e o funcionamento da Escola Normal pública em São Luís. Para isso, foram indispensáveis estudos de história da educação como os de Rodrigues (1993), Sousa (2008), Veiga (2007), Vianna (2002), Vicentini & Lugli (2002). Discutiram-se, ainda, as causas para o silenciamento acerca do pertencimento étnico-racial das alunas negras da Escola Normal, pondo em evidência a conclusão de que o Curso Normal funcionou como meio de branqueamento das alunas negras. Para isso, tomaram-se como essenciais estudos de Munanga (1999), Schumaher & Brazil (2007) e Skidmore (1976), entre outros. Com base na noção foucaultiana de que o poder difuso no tecido social não está sob o domínio de quem quer que seja, buscou-se perceber as estratégias de resistência aos discursos que definiam lugares e posturas à mulher professora, a partir de uma visão misógina e racista.

Esta Dissertação de Mestrado pretende a partir de uma análise sobre a representatividade quantitativa e qualitativa dos mandatos das deputadas estaduais negras brasileiras, pensar as relações entre poder, gênero e raça em uma sociedade patriarcal. Para tanto, utilizaremos como amostra quatro mandatos de deputadas negras das Assembleias Legislativas dos estados da Bahia e São Paulo, durante o período de 2011 a 2014. O objetivo desta Dissertação é primeiro demonstrar que o cenário da democracia parlamentar brasileira mantém traços similares de gênero e raça que não coincidem com a real diversidade étnica/racial e de gênero que compõe a sociedade brasileira e em segundo, constatar que os mandatos das deputadas estaduais negras influenciam e resultam na implementação de mais políticas transversais que buscam a promoção da igualdade racial e de gênero e de combate ao racismo e ao sexismo / This Master\'s Dissertation intends to reflect upon the relationship between power, gender and race in a patriarchal society from an analysis of the quantitative and qualitative representativeness of the terms of the black female deputies from Brazilian states. To this end, we will use as a sample four terms of black female deputies of the Legislative Assemblies of the states of Bahia and São Paulo during the period from 2011 to 2014. The purpose of this dissertation is to first demonstrate that the setting of the Brazilian parliamentary democracy holds traits of gender race that are similar but that do not match the real ethnic/racial and gender diversity that makes up the Brazilian society, and secondly, to verify that the mandates of black female state deputies influence and result in the implementation of more crosscutting policies that seek to promote racial and gender equality and to fight racism and sexism

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-05-25T17:54:33Z No. of bitstreams: 1 elisangelaoliveiragomes.pdf: 1113260 bytes, checksum: a619c61c12c8f9e10de7e46401a0b6d9 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-05-26T12:02:10Z (GMT) No. of bitstreams: 1 elisangelaoliveiragomes.pdf: 1113260 bytes, checksum: a619c61c12c8f9e10de7e46401a0b6d9 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-05-26T12:02:26Z (GMT) No. of bitstreams: 1 elisangelaoliveiragomes.pdf: 1113260 bytes, checksum: a619c61c12c8f9e10de7e46401a0b6d9 (MD5) / Made available in DSpace on 2017-05-26T12:02:27Z (GMT). No. of bitstreams: 1 elisangelaoliveiragomes.pdf: 1113260 bytes, checksum: a619c61c12c8f9e10de7e46401a0b6d9 (MD5) Previous issue date: 2017-03-24 / Esta pesquisa tem como objeto de estudo a obra Olhos d’água (2014) de Conceição Evaristo. Trata-se de uma coletânea de contos, em que a autora denuncia a violência na periferia, por meio de uma literatura primorosa e engajada. Pretendemos mostrar que Olhos d’agua (2014), assume importantíssimo papel na crítica literária por romper com paradigmas sociais impostos por anos, e por colocar a mulher negra em papel de destaque enquanto autora de sua própria história. Exploram-se, neste trabalho, características estruturais do conto, que lhe conferem autenticidade e originalidade; a extrema violência e opressão vivenciadas por mulheres negras e pobres, comumente negligenciadas pelo restante da sociedade; e a incorporação na narrativa dos três elementos constituintes da tragédia. A hipótese interpretativa com a qual se trabalha é a de que Evaristo (2014), apesar das dificuldades encontradas pela mulher negra de modo geral, somados a anos de exclusão social, conseguiu com Olhos d’água (2014) transformar dor em sofrimento compartilhado, ao dar voz àqueles que por anos foram tirados de cena pela sociedade. Como forma de validação da hipótese, aborda-se uma série de trabalhos teóricos que versam sobre a problemática do preconceito de cor. Para isso, propomos uma síntese do pensamento de alguns dos principais intelectuais da diáspora, sendo eles: Edouard Glissant, Franz Fanon e Paul Gilroy. Concomitantemente, no intuito de melhor compreender o caráter sofisticado e complexo da obra, investigam-se nos contos os elementos constituintes da tragédia, a partir dos teóricos Romilly (2008), Grimal (1978); Willians (2002) e Aristóteles (2008). Por fim, analisa-se a narrativa pelo viés da autoficção. Nossa hipótese, baseada em Faedrich (2014) é a de que a autoficção, um novo gênero literário ainda em processo de conceituação, coopera para o desnudamento do sujeito, que escreve para aliviar a dor. / This research has as object of study the work "Olhos d’água" by Conceição Evaristo (2014). It is a collection of short stories, in which the author denounces violence in the periphery, through a primordial and engaged literature. We intend to show that "Olhos d'água" plays a very important role in literary criticism by breaking with social paradigms imposed through the years, and by placing black women in a prominent role as author of their own history. In this work we explore the structural characteristics of the short story, which give it authenticity and originality; The extreme violence and oppression experienced by black and poor women, commonly neglected by the rest of society; And the incorporation into the narrative of the three constituent elements of the tragedy. The interpretative hypothesis with which we work is that EVARISTO (2014), despite the difficulties encountered by black women in general, added to years of social exclusion, managed with "Eyes of water" to transform pain into shared suffering by giving voice to those who for years have been obscured by society. As a way of validating the hypothesis, a series of theoretical studies dealing with the problem of color prejudice is proposed, such as: (FANON (1983), GILROY (2012) and GLISSANT (2013-2014)). And to understand the complex and sophisticated character of the work, the constituents of the tragedy are investigated in four short stories from the theoreticians (Romilly (2008), GRIMAL (1978), WILLIANS (2002) and ARISTOTELES (2008)). Finally, the narrative is analyzed as Autofiction. Our hypothesis, based on FAEDRICH (2014), is that autofiction, a new literary genre still in the process of conceptualization, cooperates for the undressing of the subject, who writes to relieve pain, "to recover the skin, brutally wrenched from disappointment with people, with life, with the world "(FAEDRICH, 2014, 144).

D.Litt et Phil. (Psychology) / Please refer to full text to view abstract

M.Ed. / The aim of this research was to explore African women's experience of their multiple role involvement while engaged in Adult Education and Training (ABET) programmes at the ABET centre in the Gauteng Province. I argue that African women in ABET have different experiences of their multiple roles to their Western counterparts, and for this reason, ABET providers should understand the experiences, needs and characteristics of African women in ABET in order to design flexible courses and give effective learner support. The research question that guided the research reported on in this essay is: What are the experiences of African women of their multiple role involvement while engaged in ABET? In the light of the above, qualitative research was conducted using personal interviews for data collection. Eight participants were purposefully selected by maximum variation sampling to represent the widest possible range of experience. They were interviewed in order to arrive at a deeper understanding of these experiences. The data gathered were then analysed and findings written up. The findings of this research indicate that rural African women have to balance the role of learner with that of worker, home maker, wife, mother, and communal worker. In addition, the entrenched system of patriarchy in many African societies denies rural women any form of personal support structure with women often encountering direct opposition to their attempts at selfimprovement. It is my contention that ABET programmes are not flexible enough to accommodate these multiple roles. The learner's responses in the interviews contain important suggestions on how to improve ABET programmes. The study concludes with the recommendation for ABET programmes.

[pt] A presente dissertação tem como objetivo realizar um estudo sobre trajetórias e narrativas de algumas intelectuais/ativistas negras brasileiras, tendo como fio condutor duas organizações de mulheres negras no Brasil, Geledés, localizada em São Paulo e Criola, localizada no Rio de Janeiro. A pesquisa busca compreender os trajetos que essas mulheres trilharam, levando em consideração sua atuação política e sua produção de conhecimento; atentando para o processo de constituição das organizações de mulheres negras pesquisadas. / [en] This dissertation aims to conduct a study on trajectories and narratives of some intellectual / black Brazilian activists, with the thread two black women s organizations in Brazil, Geledés, located in São Paulo and Criola, located in Rio de Janeiro. The research seeks to understand the paths they trod these women, taking into account its political and its production of knowledge, paying attention to the constitution of black women s organizations researched.

A qualitative approach was used to explore the influence of mass media campaigns on Black women’s perceptions of breast cancer. The primary purpose of this study was to address the high breast cancer mortality rate among young Black women, thus informing strategies to increase awareness of risk and encourage prevention activities. Black women have higher incidence rates before age 45 and are more likely to die from breast cancer at every age. Although the breast cancer mortality variance has been linked to socioeconomic status, studies have shown that differences in cancer knowledge and beliefs persist even when educational and socioeconomic measures are statistically controlled. Because little is known about how various ethnic group members form ideas about breast cancer in the U.S., semi-structured interviews were conducted with 27 Black women between the ages of 30 and 40 to determine their knowledge and beliefs about breast cancer, as well as their personal perceptions of susceptibility to being diagnosed with breast cancer, in order to illuminate the interplay of culture and health belief systems on participants’ understanding of breast cancer messaging. To explore the potentially complex dynamics involved in how young Black women come to construct meanings about breast cancer, a theoretical framework that coupled Cultural Models Theory with the Risk Perception Attitude framework was used to address how health campaigns influence the behaviors and breast cancer detection experiences of Black women. Findings from the study revealed that young Black women’s perceptions of breast cancer are primarily driven by personal experiences, as opposed to mass media influences. The Black women in this study had a lack of knowledge of risk and prevention factors and did not perceive themselves to be affected by breast cancer due to their young age. In spite of cultural taboos against discussing health issues with family and friends, the women in this study tended to take responsibility for their health and were proactive in seeking and acting on health information.

ABSTRACT This dissertation examines the enduring leadership of community activists Dorothy Bolden, Ella Mae Wade Brayboy, and Pearlie Dove from 1964 until 2015. Brayboy was one of the first African-American Deputy Voter Registrars in the state of Georgia, Bolden founded the National Domestic Workers Union and Dove was the first woman to head the department of education at Clark College. This dissertation inserts Dorothy Bolden, Ella Mae Wade Brayboy, and Pearlie Dove into the classic Civil Rights Movement narrative by framing their community advocacy as equal to the efforts of Atlanta’s more well-known African-American leaders. This dissertation presents Bolden, Brayboy, and Dove as career-oriented professional women who were also politically savvy community activists. These three women acquired a power base that allowed them to found organizations, create programming, and develop projects dedicated to empowering Atlanta’s black community. These women achieved a level of influence typically associated with the wealthy or the political prominent. Because the three women were grassroots organizers, this study contends that the implications of their activism have been obscured because of gender, race, and class. This study seeks to foreground Bolden, Brayboy, and Dove’s efforts in Atlanta’s Movement narrative. In this dissertation, assessments of Bolden, Brayboy, and Dove’s professional contributions as acts of protest on behalf of the black community are used to undergird a critical intervention; first, their work refutes previous ideology centering the efficacy of Movement leadership (as a social movement) as grounded in mass mobilization. Secondly, their leadership was oppositional to the standard portraiture of Movement leadership as male, ministerial, and middle-class. Finally, the women’s professional and activist emphases on economic uplift, education, and enfranchisement illustrate evidence of how sustained acts of protest, led by local leadership, impacted the community. Because there is considerably less literature focused on the historical significance of black women acquiring political power outside of elected office, this study seeks to establish the women as politically significant local leadership.

In the 2010-2011 academic year, Black university students comprised only 4.8% of all study abroad students in the United States, despite being 14.5% of all university students. In an attempt to better foster the experiences of these students, this thesis seeks to understand the evolution of Black women’s self-concept from studying abroad. This qualitative empirical research focuses on the individual experiences of five U.S. Black university women who studied outside of the United States for one term or academic year during 2011-2012. These case studies gathered data through interviews and field texts, including oral history interviews prior to the participants’ departure, field texts collected while the students were on their abroad experiences, and a follow-up interview after their repatriation back to the United States. Too often, academics seek refuge of analysis in conventional theorists to look for new connections and understandings. Using these frameworks with marginalised communities does a disservice to these individuals. We cannot hope to understand the experience of alternative ways of being if we presume that all people fall into mainstream cultural theory. Therefore this study uses African American psychologists (instead of White psychologists) to examine the participants’ understanding of their identity. Specifically I utilise intersectionality and Africentric theory to understand how these women regard themselves in relation to their family structure, nationality, and religion. Black feminist thought is also employed to analyse the participants’ understanding of their gender with regards to sexualised imaging, physical appearance, and hair. I examine academic achievement (including personal and professional advancement, as well as racial contribution) through a Black psychological lens. This research found that study abroad does indeed have a powerful impact on Black women’s identities. All five women expressed higher self-confidence and shifts in how they understood the various aspects of their identities. Yet the shifts that occurred varied for the individual woman, which I attribute not only to the different destinations where these women studied abroad, but also to the complex and unique identities (and individual understanding of those identities) that each woman carried with her into her study abroad experience. These differences indicate that study abroad practitioners should be attentive in offering custom support to every student to allow him or her to reap the most growth from their time abroad.