Administração
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Programa de Pós-Graduação em Administração
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URL do programa: http://www.administracao.ufes.br/pos-graduacao/PPGAdm
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- Item“E comé que a gente sobrevive? A gente segura a mão uma das outras”: o assédio sexual na pós-graduação em administração numa perspectiva afrocêntrica(Universidade Federal do Espírito Santo, 2023-11-27) Santos, Luana Sodré da Silva; Teixeira, Juliana Cristina; http://lattes.cnpq.br/3705084565039896; http://lattes.cnpq.br/0262433190597445; Fantinel, Leticia Dias; https://orcid.org/0000000245896352; http://lattes.cnpq.br/8188708807795008; Oliveira, Josiane Silva de; Diniz, Ana Paula Rodrigues; Vasconcelos, Katia Cyrlene de Araujo; https://orcid.org/0000000169727599; http://lattes.cnpq.br/0179308147079347Black women in academic settings, particularly in teaching and research roles, face obstacles that impact their entry and persistence as knowledge producers and education professionals. Among these challenges, sexual harassment stands out as a patriarchal gender violence that violates the victims integrity by undermining the autonomy of women as individuals. Treated as beings without subjectivities, their bodies are reduced to sexual objects, subjected to subjugation and violence by men. Specifically, Black women grapple with racial issues, emphasizing the need to broaden the concept of sexual harassment (SH). Beyond the legal context, a sociological discussion is undertaken, drawing on the concepts of cosmo-perception and worldview from Afrocentric theories to prioritize alternative perspectives and consider Black women as a collective subject. Additionally, African and Afro-diasporic authors are employed to reclaim the autonomy and humanity of Black women in postgraduate studies, exploring non-Eurocentric ways of being and living. In predominantly white and male academia, literature indicates that these women are challenged for constructing knowledge that goes against the hegemonic narrative. Instances of racism and sexism are found to hinder, marginalize, and discredit them. The methodological approach of “falavivência”; based on Conceição Evaristo’s concept of “Escrevivência” is used to orally explore how they experience their academic journeys in the field of Administration. Conversations with academic leaders in the field of Administration are also conducted to understand institutional responses to sexual harassment in their spaces. Falavivências reveal the adversities of existing in unwelcoming spaces. Notably, among the reported violences are epistemicides, silencings, sexual harassment based on gender, and associations with stereotypes like mulatto, black mother, and domestic worker. These incidents, whether interconnected or isolated, aim to position them in the realm of non-being, causing both visible and invisible wounds. Conversely, survival strategies rooted in collectivity are observed, enabling them to persist and claim their rightful space. The concept of “quilombo” emerges as a path to reclaim self-knowledge and self-definition. In this thesis, falavivência fosters affectionate connections with participants, including the researcher. The care, affection, and metaphorical “lap” subvert the violent expectations imposed on them, facilitating the construction of another Black woman in control of her body, desires, and aspirations. Ultimately, by expanding the concept of sexual harassment, the thesis effectively addresses the violences they endure. The integration with Afrocentricity opens up new possibilities for being an woman “amefricana”.
- ItemRelações raciais e a academia: práticas racistas no mundo do trabalho de docentes negros(Universidade Federal do Espírito Santo, 2019-08-26) Bujato, Isabela Ariane; Souza, Eloisio Moulin de; https://orcid.org/0000000207757757; http://lattes.cnpq.br/1916608677096976; https://orcid.org/0000-0002-6736-8390; http://lattes.cnpq.br/2474119298282861; Teixeira, Juliana Cristina; https://orcid.org/0000-0001-5554-3211; http://lattes.cnpq.br/3705084565039896; Palassi, Marcia Prezotti; https://orcid.org/0000-0002-0751-6777; http://lattes.cnpq.br/9784040546135659In Brazil, the history of race relations is established in a racializing context of subjects. A social mark is given to those who are read and identify as black from colonial times, categorizing them negatively and disqualifying them historically to the detriment of their racial identities. All this distinction also reflects in organizational contexts, as is the case of academia while the world of work - space not qualified as black is a minority. Given the reality, it is necessary to understand the difference between these subjects in this space as the world of work. Apart from this disparity, it is also necessary to analyze their speeches. In this sense, this study sought to understand how racism practices in the world of academic work, considering the black documents of a university in southeastern Brazil. From this, some objectives are outlined: understand and analyze as subjects experienced as practices of racism in the world of work; observe how these events (if there is institutional, individual and / or structural racism); It also analyzes the power relations and possible resistance practices of the interviewees, as well as the incidence of stereotypes and estimates of these relations. In the production of data, ten (10) semi-structured interviews were conducted and, regarding the analysis process, three (03) categories were produced through the content analysis methodology: 1) “About racism, stereotypes and positions”; 2) “About racism and power relations”; 3) “About racism and resistance practices”. Given the results and discussions of this study, it was possible to realize that black teachers are stereotyped in different ways, both for their physical characteristics and for their forms of positioning. In addition, it was observed that the context and spaces influence the stereotyping processes of the subjects. In the case of power relations, the latter, for the most part, appears as a positive, intentional and strategic power; but that in the case of teachers, according to some reports, causes physical and mental suffering in the workplace. Resistance practices were identified when, according to reports, teachers occupied spaces which are considered by academic hegemony as hard areas for black subjects. Racism, in turn, has gone through all its possible forms of existence, showing that the same racist practice can have faces that complement each other between what is individual, institutional, or structural at the same time. The analysis of the spaces occupied by teachers, mostly as centers of human sciences rather than exact or health, as well as the understanding of racism beyond racial identity, observing gender issues and other intersectionalities are considered here as limitations. of this research; However, they are considered as necessary reflections for future studies within the organizations and the world of work, both linked to racial discussions.