Dinâmica de prazer e sofrimento de estudantes negras de faculdades de Brasília – Epistemicídio, racismo e machismo

Abstract

O crescente acesso de mulheres negras à educação superior no Brasil ainda não permitiu suplantar as desigualdades, a população branca ainda é duas vezes maior que a população negra nesses espaços. Neste contexto, os estudos que investigam a relação da mulher negra com o trabalho de estudar são incipientes. O presente artigo teve como objetivo identificar, sob a ótica da psicodinâmica do trabalho, a dinâmica de prazer e sofrimento e as estratégias de mediação de estudantes negras de graduação. Foram realizadas entrevistas semiestruturadas com 8 mulheres estudantes de graduação que se identificaram como negras, com média de idade 21,62 anos e DP = 2,82. Por meio de análise no software Iramuteq, foram identificadas categorias a respeito da vivência dessas mulheres negras, sendo elas sua rede de suporte, a ocupação do espaço universitário, sua rotina acadêmica e as experiências com os racismos sofridos. A partir dessas categorias, foi possível identificar: o epistemicídio e racismo institucional que ocorrem quando a presença na universidade e conhecimentos da população negra não são legitimados; a importância da valorização e do reconhecimento dos familiares e a potencialidade de se engajar em mobilização subjetiva e coletiva por meio da ocupação de espaços públicos e cooperação entre pares.

Dynamics of Suffering of Female Brazilian Psychology Students: Interfaces with the COVID-19 Pandemic

“…This suppression of literature is characterized as epistemicide, and implies the invisibility of knowledge of the non-white population, and the specifics of their experiences, so that it also emerged as a source of suffering for black students in Oliveira, Nunes and Antloga. 4 Regarding the little diversity in the course, this non-identification with others can lead to feelings of not belonging in that academic environment, as commented by some participants, which also involves significant psychological distress. In addition, this category also contains speeches about capacitation and how the forms of bullying are felt, as explained in the speech "the bullying I had, was the class that reported it, because I did not realize that the person was playing a mean joke or did not understand.…”

“…20 In this sense, from the students' discourse, there is a lack of institutional spaces that promote this collective organization of them, especially with regard to issues included in the first category of analysis, so that most of the verbalized mobilizations referred to initiatives that came from the students themselves, such as conversation circles held by the aca-demic center and sponsorship dynamics, similar to what was found by Oliveira, Nunes and Antloga. 4 In the category "socio-professional relationships", the most frequent theme was the student-teacher relationship, with many negative reports about the overload resulting from the high demand for tasks and readings and the issue of conflicts between work groups without the support of teachers, but also , mainly on harmful behaviors, such as the rejection of doubts, the lack of understanding of the experiences of students related to COVID-19 and adaptations to EaD, and even the expulsion of a mother with her child from the classroom. Due to all these issues, the students report feeling that what is studied in the psychology course is only in theory and is not applied in practice, as one of the participants points out: "and a psychology professor is not that flexible, guys.…”

“…2 Despite this, there is a lack of research aimed at investigating the experience of students, taking into account gender issues, 3 especially from the perspective of the psychodynamics of work. 4 The activity of studying, despite not being characterized as an employment relationship, is configured as a job. According to Dejours, 5 work is characterized by its ability to transform the worker and the production of a final result.…”

“…During the university period, students are constantly prescribed activities that require cognitive, affective and temporal investment and that promote the development of new skills. 4 Furthermore, the fact that education is one of the main means of social ascension in our society brings an emancipatory character to the study. 6 Thus, it is possible to affirm that studying not only promotes production, but also the cognitive, affective and social transformation of students.…”

“…With regard to female students, it is hypothesized that this suffering from the overload of academic demands may be increased by practices and consequences of gender violence, which, as something that structures Brazilian social relations, can often be reproduced by policies, employees and students from educational institutions. However, for many college students, the suffering experienced in the academic environment is not enhanced only by gender relations, but also by other factors, as demonstrated by Oliveira, Nunes and Antloga 4 and by Sousa and Sousa,6 in studies that describe the suffering of black students and low-income ones, respectively, in higher education institutions. According to the transdisciplinary theory of intersectionality, understanding the extent of complex forms of oppression is only possible through an integrated approach, which may include, in addition to gender, race and class relations, other types of relations, such as those of sexuality.…”