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Os Desafios Da Comunidade Negra Nas Relações Universitárias Na Puc-Rio E a Síndrome Do Impostor (1990-2019)

Bibliographic Data

ID5777872
AuthorsDenise Soares Da Silva (corresponding author)
Year2022
Publication date2022-02-16
Open AccessNo
TypeTHESIS
PublisherFaculdades Catolicas (PUBLISHER)
DOI10.17771/pucrio.acad.57809
OpenAlexW4220666049
LanguagePT
References cited2

The purpose of this research is to understand how black scholarship students of PUC-Rio feel in the university, a space made for privileged people.Four black students were interviewed, and their experience contributed to the achievement of this goal.In this dissertation are discussed historical, social and political contexts that mark the struggle of black people to achieve the exercise of full citizenship, from the 19th century to the present day.Evidencing that since the post-Abolition period, what we feel is the existence of a prolonged past, which is still felt in the present.Several themes related to the interviewees' experiences were addressed, revealing social structures that favor the emergence of psychological suffering.Through the analysis of oral and written sources, it was possible to perceive that the feeling of not belonging and of being an impostor experienced by some black people is not something natural, but something that was historically built.This social construction was built on the colonialism of power, the ideology of physical and cultural whitening, the myth of racial democracy and the structural racism.These are oppressions that permeate black people's lives, affecting their mental health

Citizenship · Feeling · Ideology · Mythology · Political science · Politics · Racism · Scholarship · Sociology · Gender Studies · History · Migration, Racism, and Human Rights · Psychology · Race, Identity, and Education in Brazil · Social Psychology

  • Cidadania no Brasil

    Open Access•Regina Célia Diniz Werner•Revista de Administração…•2005

  • Cotas raciais na universidade brasileira e a ideologia da meritocracia

    Open Access•Maurício Silva, Maurício Pedro Da Silva•Revista Diálogo Educacional•2017

Highly citedNo

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