A (in)visibilidade da mulher negra em ambientes acadêmicos da Educação Profissional e Tecnológica: um olhar a partir do feminismo negro brasileiro

Abstract

This dissertation, linked to the ProfEPT and to Research Line 1 – Educational Practices in Professional and Technological Education, aims to investigate the (in)visibility of Black women in the academic spaces of Professional and Technological Education (PTE), focusing on the technical colleges of the Federal University of Santa Maria (UFSM) as the central locus of analysis. The research is based on the recognition that education, although conceived as a space of emancipation, still reproduces historical and structural inequalities that silence and marginalize Black subjects, especially women. To understand these dynamics, the study adopts Black feminism, intersectionality, and the studies on structural and institutional racism as theoretical references, and articulates a state of the art composed of dissertations and theses produced within ProfEPT and related programs. Methodologically, the study is grounded in the Insurgent Writing of Black Women (Escrevivência Insurgente), inspired by Conceição Evaristo, combined with critical autobiographical research and engaged research, recognizing the researcher’s standpoint as a constitutive element of the investigative process. The results show that the invisibility of Black women in PTE is not circumstantial but structural, expressed through barriers to access, permanence, and recognition, as well as through institutional denials that perpetuate silencing. On the other hand, they also reveal strategies of resistance, collective construction, and the production of insurgent knowledge that challenge the logic of epistemicide. It is concluded that valuing Black epistemologies and Black feminism is essential for building more inclusive educational practices committed to racial and gender justice. The educational product resulting from this research is an academic article, textual in nature, that systematizes its reflections and findings. The text has been submitted to a journal dedicated to social inequalities, which publishes interdisciplinary studies addressing issues related to gender and ethno-racial relations, reaffirming this research’s commitment to scientific dissemination grounded in equity, representativeness, and the valorization of Black women’s narratives in Professional and Technological Education.