A interseccionalidade de mulheres negras docentes com deficiência: uma análise de instrumentos censitários brasileiros

Abstract

From the perspective of Science, Technology, and Society (STS) studies, the production of educational statistics plays a central role in formulating public policies and understanding structural inequalities, but it should not be understood as neutral or purely technical. The way censuses and institutional surveys categorize social markers, such as race/color, gender, and disability, directly influences the visibility of groups with less statistical representation. Therefore, this research aims to understand how census surveys by the Brazilian Institute of Geography and Statistics (IBGE) and the National Institute of Studies and Educational Research Anísio Teixeira (INEP) refer to Black women with disabilities who work as basic education teachers, from an intersectional perspective. The investigation is grounded in STS studies, the concept of intersectionality, and disability studies, articulating a critical analysis of the supposed neutrality of census surveys and the limitations in the production of intersectional information. Qualitative, descriptive, and exploratory in nature, this study uses documentary research as its primary method, examining questionnaires, dictionaries of variables, methodological reports, and institutional databases produced by official statistical agencies. The Continuous National Household Sample Survey, the National Health Survey, and the Demographic Census, conducted by the IBGE (Brazilian Institute of Geography and Statistics), and the School Census, developed by the INEP (National Institute of Education), were analyzed, totaling four official documentary databases examined in this investigation. The analysis focuses on how variables are operationalized, identifying gaps and limitations that compromise the representation of Black women with disabilities, basic education teachers, in educational statistics. The results show that the fragmented treatment of social markers impedes the construction of intersectional diagnoses and contributes to statistical invisibility, as observed, for example, in the record that only 0.39% of teachers declared having a disability in 2024, as well as in the high rate of underreporting of the race/color variable, which compromises the reliability of the data. The research thus highlights the need to improve data collection and categorization methodologies, as well as to formulate public policies that incorporate intersectionality as an analytical and political principle. Such integrations would enable the development of affirmative actions and initiatives that strengthen fairer and more equitable educational policies, reaffirming the role of statistics not only as recording tools, but also as instruments of social transformation and recognition of diversity in all its complexity.