Desafios sociais presentes no processo de escolarização de mulheres negras da EJA e suas implicações.

Abstract

This research investigates and presents social challenges present in the schooling process of black women in Youth and Adult Education. This is an exploratory research with a qualitative approach, and it utilizes semi-structured interviews as the main instrument for information production. The research participants are two black women who graduated from EJA. The general objective is to understand the social challenges present in the schooling process of black women in Youth and Adult Education. The specific objectives are respectively: a. To identify the reasons why students returned to school, b. to identify social challenges present in women's experiences, and c. to analyze the implications of these challenges on schooling processes and d. the repercussions of the professional and life trajectory of training at EJA. The results indicate that the schooling process for black women is complex, involving challenges and confrontations, stemming from a highly exclusionary social context. The current challenges encountered were the vulnerability of work, sexism and structural racism. This last factor is not mentioned by the women; however, it is understood that the constraints of racist ideology affect black female experiences in Brazilian society. To support this research, theoretical references that address gender were utilized, such as Saffioti (1987), and authors who discuss gender and ethnic-racial issues, such as González (2018) and Davis (2016). Barreto (2021) was used to reflect on women in and at EJA. Regarding black women's relationships with work, the following literature was used: Saffioti (1987), Barreto (2021), González (2018), Souza (2023) and Davis (2016). The historical context was supported by studies by Arroyo (2005), Arroyo (2017), Haddad, S., and Di Pierro, M. C. (2000). Documentary sources were sought to support discussions about race and the right to education, such as the Federal Constitution, the Law of Guidelines and Bases - Law no. 9.394/1996 (LDB), Law no. 10.639/2003, the Racial Equality Statute - Law no. 12.288/2010 and statistical sources such as those from the IBGE - Brazilian Institute of Geography and Statistics. It is understood that the implications of the challenges in the trajectories of these women are of a violent nature, as many black women live without the prospect of a dignified life, crossed by issues of gender, race and class. The need to always think about Youth and Adult Education from the perspective of public policies is understood, recognizing that women involved in this education modality are people entangled by their trajectories.