Narrativas de saber-fazer de cuidadoras escolares do município cearense de Morada Nova: marcas de gênero, raça e classe no cotidiano da escola inclusiva

Abstract

This study aims to broaden the discussion about the category of care intertwined with women's participation in the labor market. It investigates how women working as school caregivers narrate caregiving and care as work, focusing on the dynamics of recognition established in the school environment and the influence that gender, race, and class markers may have. The theme of this research arose from the perception of a repetition of women's bodies in work environments associated with caregiving positions, exacerbating working conditions concerning social rights and existence, especially when these are women’s, black, and poor bodies. Our hypothesis, influenced by Latin American studies and intersectional Black feminism, is that the mark of coloniality repeats itself in contemporary experiences and stories, in which race, gender, and class markers are central to the occupation of underreported professions and in the imaginary notion of fixed identities. Narrative recordings were conducted, particularly through life history narratives with women working as educational service assistants in early childhood and elementary schools in the municipality of Morada Nova (CE), in various municipal schools, with the inclusion criterion being the interest and availability to participate. Supported by the pillars of identity research in critical social psychology, the study analyzed processes of individualization/socialization and alienation/emancipation in their narratives, noting that recognition relationships occur through the identity politics of the society in which the subject is inserted, while seeking turning points of oppression, emancipation, and resistance.