Evidence of Racial Inequalities in School Management: Perspectives and Practices of Principals in the Espírito Santo State Education System (2019–2024)
Name: MAYARA LIMA CANDIDO
Publication date: 09/07/2026
Examining board:
Name |
Role |
|---|---|
| ÂNGELA MARIA DE SOUZA | Examinador Externo |
| EDUARDO AUGUSTO MOSCON OLIVEIRA | Examinador Interno |
| ROSEMEIRE DOS SANTOS BRITO | Presidente |
Summary: This dissertation investigates the perceptions and practices of principals in the Espírito Santo Sstate Education system regarding racial inequalities in school management, based on the understanding that these inequalities constitute an expression of historical and structural processes that permeate the educational field. The theoretical framework is based on authors such as Nilma Lino Gomes (2003; 2005; 2010); Kabengele Munanga (2019; 2004) and Jurema Werneck (2016), among others. The research employs the concepts of Black identity, racism, institutional racism, and Blackness. From a methodological point of view, it uses Content Analysis, as proposed by Laurence Bardin (2016). Based on data collected through structured questionnaires and semi-structured interviews with managers from the Regional Superintendencies of Education in the state, it is evident that, although there is recognition of the importance of the anti-racist agenda at the discursive and normative level, tensions persist between this recognition and its effective incorporation into management practices. It highlights the existence of a perception gap between white principals and black and brown principals regarding the understanding of the structural dimensions of racism. Furthermore, the research shows that the racial experience of school managers directly affects the ways of understanding and exercising management, impacting the organization of the Political-Pedagogical Project, the prioritization of anti-racist practices, and the constitution of more diverse teams.
