Entre Fronteiras Semoventes: A Constituição Do Feminino Das Filhas De Iemanjá

Abstract

Neste artigo é apresentada uma proposta de entendimento da educação não escolar que produz resultados significativos para o processo de elaboração identitária das filhas e filhos de santo da Orixá Iemanjá. A pesquisa foi realizada em dois terreiros de umbanda e utilizou as narrativas de intérpretes não vinculados ao espaço de culto dos terreiros, tendo como estratégias de produção de dados a pesquisa bibliográfica, documental e de campo. Para isso, foram realizadas visitas semanais aos terreiros para a coleta de informações sobre a sociabilidade ali compartilhada. O trabalho está ancorado na perspectiva teórica de Prandi (2001); Salles (2005); Maffesoli (1998); Duarte Júnior (2001); Eliade (1991; 2016), Castoriadis (1982); Ferreira (1994-95), Santos (2012) Ortiz (1999) e Silva (2015).

Gender studies in the Tempos e Espaços em Educação Journal: a systematic review

“…In a second line of investigation, it is possible to group the studies by Eugênio and Lima (2015), Ferreira (2014), Kaplan and Xavier (2018), Rodrigues and Faro (2019) 159 Kaplan and Xavier (2018, p. 111, our translation) sought " […] to understand the different childhoods that exist". To that end, they took the autobiographical narratives of Black women from three countries (Brazil, Argentina and Uruguay), about their childhoods.…”

“…They share their concern with the implications that the intersection of social markers such as gender, race, religion or social class have on the development of individuals.Studies such as those byFerreira (2014),Silva (2014) andSouza (2014) consist of theoretical essays that endeavored to raise awareness of the characteristics of our society and how its issues of difference, inequality, identity, race, class, gender, religion mark the construction of individuals' identities, including men. In this sense, Silva Junior e Ivenicki (2019, p. 125, our translation) focused on "[…] how multiculturalism can offer resources to handle issues of sexualities, race, masculinities and social class in the classroom".Within a contemporary approach and shedding light on a little explored locus of educational research,Rodrigues and Faro (2019) sought to understand the non-school processes that contribute to the identity construction of daughters and sons of Iemanjá. In this case, the study points to fields of research that transcend the scope of formal education institutions, but in which there are mechanisms that support the development, learning, training and freedom of individuals.…”