THE PRESENCE OF TEACHERS BLACK PEOPLE IN BRAZILIAN PUBLIC BASIC EDUCATION

Abstract

This text presents elements from an integrative study that seeks to investigate the trajectory and presence of black female teachers in Brazilian public basic education, based on the theme of an ongoing master's research project authored by one of the authors. Its objective is to conduct a survey of scientific production, addressing the representation and challenges faced by black female teachers in the public education system in Brazil. The research follows an integrative review methodology, through which it is possible to highlight existing productions, highlighting the main challenges and contributions of these teachers to the educational context, their training trajectory and insertion in Brazilian basic education. The study emphasizes the importance of these educators as models of positive identification for black students, recommending the implementation of support programs and the creation of spaces for dialogue, in addition to highlighting the role of black female teachers in the construction of a more fair and representative educational system. In addition to these issues, it is necessary to discuss the implications of the underrepresentation of black female teachers in the formation of public policies and their active participation in the educational scenario.