Relações étnico-raciais, de gênero e sexualidade: perspectivas contemporâneas

Apoios e relações entre mães e avós de crianças com deficiência: falando sobre solidariedade intergeracional familiar

“…The gender is a central theme since we have established that the gender role attributed and represented throughout history for the women, as a provider of functional and affective support, and, for the father, as the main financial and disciplinarian. Thus, daughters would have more frequent contact and exchange more support with their mothers, when compared to children with their fathers (Coimbra & Mendonça, 2013;Ferreira, 2014).…”

In my skin: racial education and post abyssal thinking of black aesthetics

“…The difficulty in seeing Afro Brazilian and indigenous peoples as human beings who should be respected and receive equal treatment and as much representativeness as white citizens do, can be seen in the rejection of the phenotypic traits and cultural practices of such peoples, as well as in the erasure of the stories of black history and memory and, of course, in the lack of equal opportunities. The reference for the analysis of the narratives collected is theoretically based on the fifth principle presented by and summarized by Ferreira (2014), that is, the "centrality of experiential knowledge".…”

“…Currently, in Brazil, several researchers have dedicated their investigations to examine racial issues. In Applied Linguistics, Moita Lopes ( 2002) discusses identity constructions of black people; Souza (2011) focuses on black art and the literacies of re-existence; Pessoa and Urzêda-Freitas ( 2012) present some of the challenges posed by critical language teaching; Ferreira (2007Ferreira ( , 2008Ferreira ( , 2011Ferreira ( , 2012Ferreira ( , 2014 introduces experiences with racism and racial education. The latter significantly contributes to my understanding of critical racial education.…”

“…My main argument is in favor of an educational approach that encourages the practice of Critical Racial Literacy (FERREIRA, 2014). I view this approach as presenting strategies capable of contributing to discussion of ethnic-racial issues and antiracist struggle as part of an education that raises students' critical awareness of race and racism.…”

“…

This work, which is a fragment of a research that has been discussed in lectures and presented separately in other journals and books, examines through the lens of critical racial literacy, the discrimination, tension, and racism experienced by Afro-Brazilian persons due to the aesthetics of their phenotypic traits. The theoretical framework draws on Critical Race Theory (LADSON-BILLINGS, 1998;FERREIRA, 2014) and Epistemologies of the South (SANTOS, 2014) which provided the basis for data analysis. The methodology for data gathering was autobiographical narratives provided by the informants, who were selected due to their experiences of the subject.

…”