A mulher afro-antilhana de Porto Velho e a sua anterioridade na educação
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Data
2020-12-10
Autores
Blackman, Cledenice [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Esta tese tem como objetivo principal contribuir para uma revisão histórica, no sentido de desconstruir padrões estereotipados, reforçados em obras e escritos nacionais e regionais de/sobre Rondônia acerca da anterioridade da mulher afro-antilhana na educação portovelhense. A investigação foi orientada por cinco questões: (1) Como a mulher afro-antilhana foi apresentada e estigmatizada nas bibliografias, ainda que a memória local reconheça sua participação na identidade histórica educacional, mesmo de forma marginalizada? (2) Qual a primeira escola de Porto Velho? (3) Quem eram os principais responsáveis por tal iniciativa escolar no início do século XX? (4) Como funcionava a primeira escola informal localizada no Barbadian Town? (5) Quais mulheres afro-antilhanas e descendência marcaram presença e contribuíram no contexto educacional portovelhense? A pesquisa foi pautada na análise de fontes bibliográficas e documentais, guiada pelos Estudos Culturais, considerando-se os Estudos Culturais Britânicos, área relacionada historicamente aos estudos sobre a mulher. Tomando-se como referência a documentação, textos e escritos, apresentam-se os estereótipos construídos sobre a mulher imigrante afro-antilhana inglesa na historiografia da história e da educação, em obras nas quais esse grupo multicultural foi estudado e mencionado como mulheres barbadianas. Neste trabalho, utilizou-se a nomenclatura mulheres afro-antilhanas, enfocando-se a anterioridade da mulher imigrante das Antilhas Inglesas e sua descendência, estritamente as que partiram de Barbados e Granada no início do século XX para Porto Velho. Na construção do trajeto histórico dessas mulheres, considerou-se: a educação em Barbados nos fins do século XIX; as principais motivações para a imigração afro-antilhana inglesa ao Brasil, principalmente via Porto de Belém, sequencialmente, ao recôncavo de Manaus e, posteriormente, para Porto Velho; o surgimento do bairro Barbadian Town, que resistiu de 1910 até 1943, em Porto Velho, enfatizando a atividade educacional promovida pelas mulheres imigrantes das Antilhas Inglesas no início do século XX; a primeira escola informal bilíngue no início do século XX, em Porto Velho; as professoras afro-antilhanas inglesas que se destacaram no Barbadian Town. Foram identificadas 30 mulheres, moradoras do Barbadian Town, sendo duas professoras bilíngues, imigrantes das Antilhas Inglesas. Realizou-se um mapeamento da anterioridade das mulheres imigrantes das Antilhas Inglesas e as de sua descendência que atuam na educação. Foram analisados documentos de cinco professoras descendentes, o que tornou possível a compreensão sobre a antecedência e a contribuição da mulher afro-antilhana no âmbito da educação no município de Porto Velho, por meio da sua história docente. Os resultados destacam a anterioridade e a contribuição identitária da atuação precursora da mulher afro-antilhana inglesa em Porto Velho, no contexto da educação, proporcionando a desconstrução dos estereótipos constantes nas obras nacionais e regionais.
This thesis has as main objective to contribute to a historical revision, in the sense of deconstructing stereotyped patterns, reinforced in national and regional works and writings from/about Rondônia, concerning the her previous of Afro-Antillean women in education, in Porto Velho.The investigation was oriented by five questions: (1) How was the Afro-Antillean woman presented and stigmatized in the bibliographies, even though the local memory recognizes her participation in the educational historical identity, even in a marginalized way? (2) What is the first school in Porto Velho? (3) Who were primarily responsible for this school initiative in the early 20th century? (4) How did the first informal school in Barbadian Town work? (5) Which Afro-Antillean women and descendants were present and contributed to the educational context of Porto Velho? The research was based on the analysis of bibliographic and documentary sources, guided by Cultural Studies, considering British Cultural Studies, an area historically related to studies on women. Taking as reference the documentation, texts and writings, we present the stereotypes constructed about the English Afro-Antilles immigrant woman in the historiography of history and education, in works in which this multicultural group was studied and mentioned as Barbadian women. In this work, it was used the Afro-Antillean women nomenclature, focusing on the previous of immigrant women from the English Antilles and their descendants, strictly those who left Barbados and Granada at the beginning of the 20th century to Porto Velho. In the construction of the historical trajectory of these women, it was considered: education in Barbados at the end of the 19th century; the main motivations for English Afro-Antillean immigration to Brazil, mainly via the Port of Belém, sequentially to the Manaus hollow and, later, to Porto Velho; the emergence of the Barbadian Town neighborhood, which resisted from 1910 until 1943, in Porto Velho, emphasizing the educational activity promoted by immigrant women from the English Antilles in the early 20th century; the first informal bilingual school in the early 20th century, in Porto Velho; English Afro-Antillean teachers who stood out in Barbadian Town. Thirty women were identified, living in Barbadian Town, including two bilingual teachers, immigrants from the English Antilles. It was carried out a mapping of the previous of these immigrant women and those of their descendants working in education. Documents from five descendant teachers were analyzed, which made it possible to understand the antecedence and contribution of Afro-Antillean women in the educational context in the city of Porto Velho, through their teaching history. The results highlight the previous and the identity contribution of the precursor performance of English Afro-Antillean women in Porto Velho, in the context of education, providing the deconstruction of stereotypes constant in national and regional works.
This thesis has as main objective to contribute to a historical revision, in the sense of deconstructing stereotyped patterns, reinforced in national and regional works and writings from/about Rondônia, concerning the her previous of Afro-Antillean women in education, in Porto Velho.The investigation was oriented by five questions: (1) How was the Afro-Antillean woman presented and stigmatized in the bibliographies, even though the local memory recognizes her participation in the educational historical identity, even in a marginalized way? (2) What is the first school in Porto Velho? (3) Who were primarily responsible for this school initiative in the early 20th century? (4) How did the first informal school in Barbadian Town work? (5) Which Afro-Antillean women and descendants were present and contributed to the educational context of Porto Velho? The research was based on the analysis of bibliographic and documentary sources, guided by Cultural Studies, considering British Cultural Studies, an area historically related to studies on women. Taking as reference the documentation, texts and writings, we present the stereotypes constructed about the English Afro-Antilles immigrant woman in the historiography of history and education, in works in which this multicultural group was studied and mentioned as Barbadian women. In this work, it was used the Afro-Antillean women nomenclature, focusing on the previous of immigrant women from the English Antilles and their descendants, strictly those who left Barbados and Granada at the beginning of the 20th century to Porto Velho. In the construction of the historical trajectory of these women, it was considered: education in Barbados at the end of the 19th century; the main motivations for English Afro-Antillean immigration to Brazil, mainly via the Port of Belém, sequentially to the Manaus hollow and, later, to Porto Velho; the emergence of the Barbadian Town neighborhood, which resisted from 1910 until 1943, in Porto Velho, emphasizing the educational activity promoted by immigrant women from the English Antilles in the early 20th century; the first informal bilingual school in the early 20th century, in Porto Velho; English Afro-Antillean teachers who stood out in Barbadian Town. Thirty women were identified, living in Barbadian Town, including two bilingual teachers, immigrants from the English Antilles. It was carried out a mapping of the previous of these immigrant women and those of their descendants working in education. Documents from five descendant teachers were analyzed, which made it possible to understand the antecedence and contribution of Afro-Antillean women in the educational context in the city of Porto Velho, through their teaching history. The results highlight the previous and the identity contribution of the precursor performance of English Afro-Antillean women in Porto Velho, in the context of education, providing the deconstruction of stereotypes constant in national and regional works.
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Palavras-chave
Mulher afro-antilhana, Rondônia, Educação, Análise bibliográfica e documental, Estudos culturais, Afro-antillean woman, Education, Bibliographic and documentary analysis, Cultural studies