Percepções da qualidade da sala de aula e bem-estar entre professoras negras de crianças pequenas

Autores

DOI:

https://doi.org/10.14507/epaa.29.5964

Palavras-chave:

Educação infantil, Professoras negras, bem-estar da professora, Qualidade da professora, Pesquisa de grupo de foco

Resumo

A preocupação com a eficácia da pré-escola tem levado cada vez mais a mudanças nas políticas de educação infantil com foco na qualidade do professor. Embora essas reformas pretendam garantir o bem-estar educacional das crianças, raramente consideram o impacto que as políticas têm sobre os professores. Além disso, o trabalho com crianças é uma profissão feminilizada, com experiências sociais distintas entre raças e classes. Mulheres negras que são professoras de cuidados infantis vivem na pobreza em taxas desproporcionais às suas contrapartes brancas. Por meio de pesquisas com grupos focais feministas negros, este artigo documenta as percepções dos mandatos de qualidade da educação infantil na Geórgia e seu impacto no bem-estar de 44 professoras negras de bebês, crianças e pré-escolares. As descobertas sugerem que a demanda por complicações de qualidade no trabalho dos professores negros acrescenta estresse financeiro e emocional indevido que prejudica seu bem-estar e interrompe a dinâmica pessoal com seus entes queridos. O artigo pede suporte estrutural anti-racista e anti-existência para interromper tanto os estressores exigidos pelo campo quanto os processos sócio-históricos que desvalorizam o trabalho das mulheres negras com as crianças.

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Biografia do Autor

Erica B. Edwards, Wayne State University

Erica B. Edwards, Ph.D., is an assistant professor of educational leadership and policy studies in the College of Education at Wayne State University. Her research focuses on the educational experiences of Black women and girls. Considering the central ideological role of popular culture in processes of racialization, gendering, and sexuality, Erica also writes about the educative value of television, film, and music from an intersectional perspective. She is the co-author of the book Intersectional Analysis of Popular Culture Texts: Clarity in the Matrix and has published in such journals as the International Journal of Qualitative Studies in Education, Educational Policy, and Equity and Excellence in Education.

Nicole Patton Terry, Florida State University

Nicole Patton Terry, Ph.D., is the Olive & Manuel Bordas Professor of Education in the School of Teacher Education, Director of the Florida Center for Reading Research, and Deputy Director of the Regional Education Lab—Southeast at Florida State University (FSU). She founded and directs The Village at FCRR, a division that takes a collective impact approach to creating and maintaining research partnerships with diverse community stakeholders to promote reading achievement, school readiness, and school success among vulnerable children and youth. She current serves as Associate Editor for the Journal of Learning Disabilities, a board member for the Society for the Scientific Study of Reading, and a fellow of the American Speech-Language-Hearing Association.

Gary Bingham, Georgia State University

Gary Bingham is a professor in the Department of Early Childhood and Elementary Education at Georgia State University. He received his Ph.D. in child development and family studies from Purdue University. His research examines home and school factors that contribute to the academic achievement of culturally and linguistically diverse children. Specifically, his research seeks to discover how high-quality adult-child interactions (i.e., emotionally and instructionally sensitive interactions) within the home and at school influence young children’s literacy and language development. His research also examines factors that contribute to these high-quality adult-child interactions, particularly with regard to writing, reading and language facilitation.

Jeremy L. Singer, Wayne State University

Jeremy Singer is a doctoral candidate in educational leadership and policy studies at Wayne State University’s College of Education, and a research assistant for the Detroit Education Research Partnership. He is interested in the intersections of geography, class, race, and educational policy.

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Publicado

2021-04-26

Como Citar

Edwards, E. B., Patton Terry, N., Bingham, G., & Singer, J. L. (2021). Percepções da qualidade da sala de aula e bem-estar entre professoras negras de crianças pequenas. Arquivos Analíticos De Políticas Educativas, 29, 56. https://doi.org/10.14507/epaa.29.5964

Edição

v. 29 (2021)

Seção

Articles