Interseccionalidade(s): um não lugar na formação em serviço social

Abstract

Esta tese é o resultado de uma pesquisa documental, de abordagem qualitativa, realizada nos de projetos pedagógicos de curso (PPCs) de graduação em Serviço Social com o objetivo central de compreender o lugar dos marcadores sociais de raça/etnia e gênero nas matrizes curriculares da formação profissional. Assim, o pressuposto é de que o lugar do debate étnicoracial e de gênero não alcança os dimensionamentos intercategorias imbricados nas chamadas refrações da questão social, logo, comparecem nos PPCs de modo hierarquizado, sendo elementos secundarizados nas matrizes curriculares. A compreensão dessa problemática é fundada no pensamento feminista, em particular de mulheres negras, por permitir analisar as opressões e diferenças sociais através de alternativas teóricas que demarcam posições individuais e coletivas, onde questões de raça/etnia, classe, gênero, orientação sexual, identidade nacional, entre outras, são apreendidas pela interseccionalidade. Essa concepção constitui-se, portanto, como ferramenta de apreensão das experiências, processos de luta e produção de pontos de vistas situados de mulheres negras, cujo pensamento é resultado do ativismo político e acadêmico e constitui as referências analíticas centrais apresentadas para compreensão do objeto de estudo. Assim, busco problematizar em que medida a formação em Servico Social nao incorporou a dimensão estrutural de raça/etnia e gênero como mediações que imbricadas com classe, interseccionam as refrações da questão social. Ampliar o dimensionamento da ?questão social? por meio de uma ?interseccionalidade mediada? traz a possibilidade de compreender o que Kimberlé Crenshaw (2002) chama de ?subordinção interseccional? como uma característica da substância da interseccionalidade. Ela percorre o pensamento feminista negro que desenvolve nos Estados Unidos como a expressão não são só de ideias, mas de uma teoria social crítica que possibilita a criação de metodologias para dar total visiblidade a ?subordinação interseccional?, de modo a desvendar como várias estruturas de subordinação convergem. Para dialogar comigo sobre tais imbricamentos no Brasil, trago as lentes de Lélia Gonzalez, Luiza Bairros, Sueli Carneiro, Jurema Werneck e Carla Akotirene que ampliam o meu olhar sob um ponto de vista situado para pensar necessidade de ampliação desse debate na formação em Serviço Social, uma vez que mulheres negras brasileiras constituem o perfil de parte expressiva das demandas profissionais das (os) Assistentes Sociais. Com base nessas referências, a análise dos dados da pesquisa revelam que raça/etnia e gênero são temas secundarizados na formação em Serviço Social, assumindo alguma expressão nos componentes curriculares que tratam dos movimentos sociais e direitos humanos, sem que seja observada a presença de autoras que abordam os temas sob uma perspectiva interseccional. Considero, portanto, que os temas raça/etnia e gênero estão inscritos nas matrizes curriculares, marcadamente sob natureza optativa e/ou complementar e isso coloca esses marcadores sociais sob uma hierarquização que secundariza seu caráter estrutural, ocupando assim um ?não lugar? quando abordados sem os imbricamentos com classe e outros marcadores de diferença. Essa é uma questão passível de debates e atualização no âmbito dos Núcleos Docentes Estruturantes (CONAES/Resolução nº 01 de 17 de junho de 2010), responsáveis por acompanhar a concepção, consolidação e contínua atualização dos projetos pedagógicos de curso, a fim de ampliar os dimensionamentos da questão social na formação em Serviço Social.

Abstract: This thesis is the result of a documentary research, with a qualitative approach, carried out in the pedagogical course projects (PPCs) of graduation in Social Work with the main objective of understanding the place of social markers of race/ethnicity and gender in the curriculum of the professional qualification. Thus, the assumption is that the place of the ethnic-racial and gender debate in the undergraduate curriculum components does not reach the inter-category dimensions imbricated in the so-called refractions of the social issue, therefore, they appear in the PPCs in a hierarchical way, being secondary elements in the curriculum matrices. The understanding of this issue is based on feminist thinking, particularly of black women, as it allows analyzing oppression and social differences through theoretical alternatives that demarcate individual and collective positions, where issues of race/ethnicity, class, gender, sexual orientation, identity national, among others, are apprehended by intersectionality. This conception is, therefore, a tool for capturing the experiences, processes of struggle and production of situated points of view of black women, whose thinking is the result of political and academic activism and constitutes the central analytical references presented for understanding the object of study. Thus, I seek to problematize the extent to which training in Social Service has not incorporated the structural dimension of race/ethnicity and gender as mediations that, imbricated with class, intersect the refractions of the social issue. Expanding the dimension of the ?social question? through a ?mediated intersectionality? brings the possibility of understanding what Kimberlé Crenshaw (2002) calls ?intersectional subordination? as a characteristic of the substance of intersectionality. It runs through the black feminist thought that develops in the United States as the expression not only of ideas, but of a critical social theory that enables the creation of methodologies to give full visibility to ?intersectional subordination?, in order to unravel how various structures of subordination converge. To dialogue with me about such overlaps in Brazil, I bring the lenses of Lélia Gonzalez, Luiza Bairros, Sueli Carneiro, Jurema Werneck and Carla Akotirene that broaden my view from a situated point of view to think about the need to expand this debate in Social Work training, since Brazilian black women constitute the profile of an expressive part of the professional demands of (the) Social Workers. Based on these references, the analysis of the research data reveals that race/ethnicity and gender are secondary themes in Social Work training, assuming some expression in the curricular components that deal with social movements and human rights, without the presence of authors being observed. that approach the themes from an intersectional perspective. Therefore, I consider that the themes of race/ethnicity and gender are inscribed in the curricular matrices, markedly under an optional and/or complementary nature, and this places these social markers under a hierarchy that makes their structural character secondary, thus occupying a \"no place\" when approached without the overlaps with class and other markers of difference. This is an issue subject to debate and update within the Structuring Faculty Nucleus (CONAES/Resolution No. 01 of June 17, 2010), responsible for monitoring the conception, consolidation and continuous updating of the pedagogical course projects, in order to expand the dimensions of the social issue in Social Work training. Keywords: intersectionaThis thesis is the result of a documentary research, with a qualitative approach, carried out in the pedagogical course projects (PPCs) of graduation in Social Work with the main objective of understanding the place of social markers of race/ethnicity and gender in the curriculum of the professional qualification. Thus, the assumption is that the place of the ethnic-racial and gender debate in the undergraduate curriculum components does not reach the inter-category dimensions imbricated in the so-called refractions of the social issue, therefore, they appear in the PPCs in a hierarchical way, being secondary elements in the curriculum matrices. The understanding of this issue is based on feminist thinking, particularly of black women, as it allows analyzing oppression and social differences through theoretical alternatives that demarcate individual and collective positions, where issues of race/ethnicity, class, gender, sexual orientation, identity national, among others, are apprehended by intersectionality. This conception is, therefore, a tool for capturing the experiences, processes of struggle and production of situated points of view of black women, whose thinking is the result of political and academic activism and constitutes the central analytical references presented for understanding the object of study. Thus, I seek to problematize the extent to which training in Social Service has not incorporated the structural dimension of race/ethnicity and gender as mediations that, imbricated with class, intersect the refractions of the social issue. Expanding the dimension of the ?social question? through a ?mediated intersectionality? brings the possibility of understanding what Kimberlé Crenshaw (2002) calls ?intersectional subordination? as a characteristic of the substance of intersectionality. It runs through the black feminist thought that develops in the United States as the expression not only of ideas, but of a critical social theory that enables the creation of methodologies to give full visibility to ?intersectional subordination?, in order to unravel how various structures of subordination converge. To dialogue with me about such overlaps in Brazil, I bring the lenses of Lélia Gonzalez, Luiza Bairros, Sueli Carneiro, Jurema Werneck and Carla Akotirene that broaden my view from a situated point of view to think about the need to expand this debate in Social Work training, since Brazilian black women constitute the profile of an expressive part of the professional demands of (the) Social Workers. Based on these references, the analysis of the research data reveals that race/ethnicity and gender are secondary themes in Social Work training, assuming some expression in the curricular components that deal with social movements and human rights, without the presence of authors being observed. that approach the themes from an intersectional perspective. Therefore, I consider that the themes of race/ethnicity and gender are inscribed in the curricular matrices, markedly under an optional and/or complementary nature, and this places these social markers under a hierarchy that makes their structural character secondary, thus occupying a \"no place\" when approached without the overlaps with class and other markers of difference. This is an issue subject to debate and update within the Structuring Faculty Nucleus (CONAES/Resolution No. 01 of June 17, 2010), responsible for monitoring the conception, consolidation and continuous updating of the pedagogical course projects, in order to expand the dimensions of the social issue in Social Work training.