Brazilian Studies on Teacher Erasure and Creche Educator Challenges

A qualitative case study examines the institutional erasure of teacher Risalva Freitas do Amaral in the former Federal Territory of Amapá. The research shows that women’s contributions to the region’s educational system are scarcely recorded in official documents, limiting their visibility in history curricula. It links the findings to Brazil’s Law No. 14,986/2024, which seeks to incorporate women’s experiences into basic‑education curricula.

Another study investigates the professional experiences of teachers in community‑run creches in Belo Horizonte. Using a Foucauldian framework, the research highlights how these educators negotiate knowledge, power, and ethics, facing increased workload, precarity, and incomplete implementation of the constitutional guarantee of early‑childhood education. Solidarity among teachers emerges as a key strategy for coping with these challenges.