Banca de DEFESA: BÁRBARA JARDIM

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : BÁRBARA JARDIM
DATE: 03/08/2023
TIME: 08:55
LOCAL: PPGNEIM
TITLE:

“Gypsies at the crossroads: the intersectionality of gender, race, ethnicity and class in the educational trajectory of calins gypsies from Camaçari – Bahia”

KEY WORDS:

Kalin Gypsies; Gender; Intersectionality; Schooling; Gypsy Feminism.

PAGES: 227
BIG AREA: Outra
AREA: Multidisciplinar
SUMMARY:

This research aimed to identify and analyze the intersection of social markers of gender, race, ethnicity and class in the educational trajectory (and lack of it) of Calin gypsy women from the Calon gypsy community in Camaçari, Bahia. To do so, I used the concept of intersectionality as a theoretical-methodological and practical tool, seeking to investigate how these markers operated simultaneously in the social experiences of these women, generating disadvantages in access to education from the articulation of sexism, racism and classism. Belonging to an ethnic group historically marginalized and oppressed by hegemonic social structures through racist and classist discourses and practices, in the accumulation of these social markers of difference that generate inequalities, gender oppression weighs on Gypsy women. This is a qualitative research, carried out through semi-structured interviews with four gypsy women from the community, one of whom currently lives outside. The interviews were carried out between November 2021 and April 2022 in that community and in a virtual space. With a multi-referential approach, for the analysis and interpretation of the data provided by the Calin gypsies on the proposed theme, in addition to the intersectional lenses, I relied on critical theories of race, postcolonial and decolonial theories from a feminist perspective, on feminist epistemologies, in feminist anthropology and especially in the contributions of black and gypsy feminist thought. The research revealed that, similarly to what happens in other hegemonic social/institutional spaces, the school was constituted as a locus of reproduction of racist, sexist and classist structures, in which part of the Calim gypsies continuously suffered prejudice and discrimination. On the other hand, in the dynamics of internal gender and ethnicity relations, the research also revealed that, although the premature rupture of boys and girls with school is a common cultural practice in the community, aiming at not diluting the cultural ethos, the follow-up of this practice is charged with greater weight in the female gender. The research also revealed that, from the point of view of some of the participating kalins, the gypsy community as a whole is not against education, considering it very important for gypsies in several aspects, however, at the same time highlighted the difficulties faced by gypsies in hegemonic educational spaces: lack of (re)knowledge of gypsy cultures, continuous episodes of prejudice and discrimination, etc. by teachers and students. It is concluded that the difficulties of insertion in hegemonic educational spaces, as well as the extension of the educational trajectory of Gypsy girls and women, result from several complex factors, going far beyond compliance with traditional ethnic values and practices: the Brazilian State has a responsibility crucial, since, even today, it perpetuates the structural/institutional invisibilization/oppression of Roma people. Finally, it is concluded that given the crossroads of gender, race, ethnicity and class where Gypsy girls and women are forcibly placed, the search for correction of the social injustice suffered by Gypsy groups in the educational sphere inevitably involves the promotion of an analysis and anti-racist, anti-sexist and anti-classist practices.

COMMITTEE MEMBERS:
Externa à Instituição - CLÁUDIA CARDINALE NUNES MENEZES - UFS
Interna - ***.219.699-** - CATERINA ALESSANDRA REA - UNILAB
Interna - ***.179.155-** - VANESSA RIBEIRO SIMON CAVALCANTI - UANL