Black Women and Teaching in Higher Education

Trajectories and Ruptures

Abstract

The construction of this article is a collective achievement, orchestrated by a group of black women, who, through writing, get along. We start from the consideration that the intersectional issues of race and gender permeate the personal and professional construction of black women in different social contexts, thus characterizing our research problem, which is the (non) presence of black women in universities as outsiders. We therefore propose to reflect on black women in teaching based on a bibliographical review of scope in two Brazilian databases, using the keywords: “black woman” and “university” or “academy”, with a view to finding productions that contemplated the trajectories and narratives of these women, in order to identify the identity, scientific, relational and institutional nuances that position (or not) black teachers as producers of valid and influential knowledge in the environment in which they work. find. Therefore, 25 articles were initially included and, applying the exclusion criteria, the sample was reduced to eight articles. The results demonstrate that, despite the small number of articles found and the challenging circumstances faced by these black women, their presence moved the institutional structure in which they find themselves, whether in the constitution of intersectional scientific perspectives, or in the rupture of the masculine, white, ideal. supposedly universal linked to the academic scientific standard.