Being a Basic Education teacher, black woman, a single mother, atypical and peripheral in the context of the covid-19 pandemic in Brazil

Abstract

This article aims to recognize challenges experienced and faced by a black Basic Education teacher, a black female, solo mother, atypical and peripheral in the context of the Covid-19 pandemic in Brazil, with a focus on Emergency Remote Education (ERE). The study is justified by the urgent need to expand and deepen research on work and teaching conditions, especially in conjunction with discussions on the living conditions of poor black women in our society. We configured the methodology from the perspective of a case study, in dialogue with narrative research, by conducting a semi-structured interview, applying a questionnaire and recording netnography of a teacher from the initial years of a small private school located in a peripheral region from Belo Horizonte, Minas Gerais. The data was treated through content analysis, from the perspective of intersectionality. The study highlights historical cultural baggage of exclusions that encompass ethnicity, gender, class, generation and many other intersecting variants; aspect that must be taken into consideration when studying and reflecting on the topic investigated. Challenges faced by women whose characteristics resemble those of our interviewee present obstacles rooted in a historical and structural context marked by racism, and it is essential to recognize that these challenges are not individual, but rather the result of social systems and power structures that perpetuate inequalities.