1. Class, Culture, and the Effects of Domination
1.1. Most studies that have addressed Brazil's domestic servants have only focused on the economic standpoints
1.2. Goldstein believes the relationship between these domestic workers and their employers merits closer observation because this is one of the few cases in which intimate relationships exist between class barriers
2. From Slavery to Servitude/Colonial Rio
2.1. Gloria remembers living in Bom Jesus De Moreira ,working as a servant to a large family
2.2. Gloria is not that far removes from slavers, as her parents actually grew up during the final years slavers actually existed
2.3. High class citizens wanted to show that they were part of the modern world by abolishing slavery, but that did not make life easier for slave turned domestic servants
2.3.1. Servants were still required to do all the same tasks, including being forced to be sexual partners with their employers
3. Ambiguous Affects
3.1. Gloria's daughter, Soneca, would often accompany Gloria to her work, not for extra help but to learn the trade. But as Soneca got older she vowed she was not going to do the same work as her mother.
3.2. Soneca was good in school and Goldstein left some money for her to take computer classes so she could possibly become a secretary.
3.2.1. Soneca, being one of the older and most responsible children was often left to care for the others and she also fell in love with a boy, becoming pregnant. Soneca got caught up in normal life and was unable to take the classes Goldstein suggested.
3.2.1.1. Gloria was outrages at Soneca's pregnancy, but Beth, Gloria's employer, offered to let Soneca and her baby live in the small room in the back of her house for almost a year. Beth even served as a grandmother figure to the child.
3.2.2. Both Goldstein and Beth wanted to help but were forced to walk a fine line between wanting to help and recognizing the limits to what they could and should do
3.3. Upper class citizens often talk about their domestic workers with love and appreciation
3.3.1. but the same affections also express uncertainty and distance
4. The Euphemism of Power Relations
4.1. The protection of class privileges is highly evident inside and outside of domestic spaces
4.1.1. Consumer Culture caters to the upper and middle class
4.1.2. The privileged classed convince themselves their patronage is healthier to their servants than other lives available to them
4.1.2.1. They also use the number of years they have employed a servant to indicate the health of the entire system
5. The Struggle to Earn a Living Wage
5.1. Gloria received a housekeeping job from Dona Beth, who offered to pay her five minimum wages per month for a six-day workweek. Most domestic workers earned only one minimum salary. This changed the life of Gloria and her family
5.2. Gloria used to do heavy cleaning for multiple houses during the week. Goldstein would often accompany her on these jobs, and was impressed by her skill and efficiency
5.3. In the early 90s, Gloria woke up everyday at 530 am and not get home until around 9 or 10 at night, this happend five to six days of the week
5.3.1. Gloria would often have to tidy up her own house after arriving home so late, tired and hungry
5.4. It is a class marker for the middle class to have domestic workers
5.4.1. Just as it is a class marker for the upper-class to have servants
6. Private and Public Places
6.1. John Holston describes a contemporary example of urban and architectural planning
6.1.1. He splits middle class apartments into three sections: the social area, intimate area, and service area. Each of which separates the classes from one another
6.1.2. In elite homes there is often a room for the servant, but the room is small and cramped
6.1.3. Even talking to Brazilian architects, they admit that the house is designed using two aspects; one for masters and one for servants
7. The Limitations of Academic Capitol
7.1. Corollarially school actually serve to reproduce the culture and class division in visible and invisible ways
7.1.1. The conditions of the classrooms, thirty plus students, the small concrete walled classrooms, and dirty school uniforms, make it hard for students to want to succeed
7.1.2. By 6 and 7 children are active participants in chores. By 9 and 10 girls are often the sole babysitters for their family.
7.1.2.1. Such responsibilities at a young age make it hard to dedicate time and effort to anything else, much less school
7.1.3. The education structure is even more tightly restricted than the social structure