A produção teórica das mulheres negras sobre a questão étnico-racial: quilombagem na formação em serviço social

Abstract

This thesis investigated the theoretical production of Black women professors on the ethno-racial question, understood as an expression of quilombagem in Social Work undergraduate education. The research highlights the urgency of integrating the productions of these intellectuals into professional training, recognizing in them indispensable elements for the construction of racialized curricula, committed to social critique and to confronting racism, which is structural and structuring in Brazilian social formation. Racism violently impacts the Black working class since the slavery period. Social workers, predominantly Black women, are part of this class and direct their professional interventions in a context of historical inequalities in capitalist society. The research was motivated by the author's professional experience and lived experience as a Black woman in the university and in postgraduate collectives. It began with the assumption of a scarce presence of the theoretical production of Black women professors on the ethno-racial question in teaching plans. Adopting a ethodological approach that articulates the qualitative and quantitative, grounded in historical-dialectical materialism and escrevivência (written-living), the research combined bibliographic review and documentary analysis. The basic bibliographies of 163 disciplines from undergraduate Social Work courses at six Brazilian federal universities in the 2023-2024 biennium were analyzed, each representing a regional of ABEPSS (Brazilian Association of Teaching and Research in Social Work). The identification of gender and race of the authors considered onomastic, phenotypic criteria, and confirmation of racial self-declaration. The data were submitted to content analysis, the dialectical method, and escrevivência. Despite advancements within the professional category, the research found a formative gap marked by remnants of conservatism and power structures that strategically perpetuate the absence of the theoretical production of Black women in teaching plans, that is, in the formation process that is consolidated in the classroom. However, the presence of quilombagem and subversion is notable. The organic and systematic insertion of these productions, beyond representativeness, constitutes an ethical and political imperative for the construction of a professional project genuinely committed to the working class and to the anti-racist and anti-capitalist struggle