O direito à educação escolar para mulheres negras (Rio Grande do Norte, 1931-1964)
From reports of interviews with 27 women who studied in farms, ranches, villages and head cities, or not, of municipalities of Rio Grande do Norte, this master's degree work, concerning the theme education and the right to study and learn of black women in a period of 33 years (1931-1964) an...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/48382 |
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| Resumo: | From reports of interviews with 27 women who studied in farms, ranches,
villages and head cities, or not, of municipalities of Rio Grande do Norte,
this master's degree work, concerning the theme education and the right
to study and learn of black women in a period of 33 years (1931-1964) and
the object of study the right to education of black women of poor social
condition and born in this State, had as its general objective to analyze
how far the principle of the right to elementary school education, mainly,
as well as studies of the secondary and university levels by the women
subjects of the research. The documental corpus is made up of 27
interviews, national and state educational legislation, government
messages demographic censuses, and federal Constitutions. The analysis
of the corpus was based, essentially, on the theoretical-methodological
orientations of Magalhães (2014, 1996), Anísio Teixeira (1959, 2009), John
Dewey (1959), Cury (1988/1989, 2002, 2020) and Chizzotti (2016, 2020),
regarding school education as a process of reconstruction and
reorganization of human experiences; as a socializing policy for all social
groups; as a civil right, an elementary right to learn and a duty of the State,
it ensuring opportunities for cultural learning; and as diverse formative
processes by which women are distributed across the division of public
and private jobs and professions. The history of the education of these
women is the history of a vital struggle to overcome the poverty and
illiteracy of their parents and, consequently, to achieve some social
stability for themselves and their families, enabled by the jobs and
professions that characterized women's work in the period from 1931 to 1964. |
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