Trajectories of black women in adult literacy: a state of the art

Abstract

This article presents a mapping of academic research and productions in the fields of Human and Social Sciences concerning the schooling trajectories of Black women. The theme is part of an ongoing doctoral research conducted in the Graduate Program in Education at the State University of Southwest Bahia (PPGEd/UESB), entitled Youth and Adult Education Has Color: Trajectories of Black Women in Literacy in the Costa do Descobrimento Identity Territory. The study is characterized as a state-of-the-art review, based on a survey of dissertations and theses available in the catalogs of the Coordination for the Improvement of Higher Education Personnel (CAPES) and the Brazilian Institute of Information in Science and Technology (IBICT). The results show that, although there has been an expansion of scientific production on Youth and Adult Education (YAE), the number of studies that directly correlate the literacy of Black women with this field remains limited. This finding reveals the persistence of theoretical and analytical gaps and points to the need for further intersectional studies that articulate race, gender, class, and schooling, in order to give visibility to the experiences and trajectories of these women, historically marked by processes of exclusion, but also by practices of resistance and emancipation.