Every day a question, every day a fight - The emotionally lived experience in the creation and/or use of permanence strategies by black lesbian and bisexual students at UFMT

• Autor(a) principal: Ferreira, Valquiria da Silva
• Data de Publicação: 2024
• Outros Autores: Cordeiro, Ana Luisa Alves
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista JRG de Estudos Acadêmicos
• Texto Completo: http://revistajrg.com/index.php/jrg/article/view/915
• topic: Educação superior; Permanência; Experiência emocionalmente vivida; Negras lésbicas; Negras bissexuais; Higher Education; Permanence; Emotionally lived experience; Black lesbians; Bisexual black women

Racial quotas are short-term affirmative action policies that aim to correct inequalities in admission to Higher Education, which implies the guarantee of permanence. Thus, our objective is to understand the permanence strategies that black lesbian and bisexual students create and/or use in confronting the racist, sexist and homophobic structure still current in Brazilian Higher Education in order to complete their degrees, based on socio-historical psychology, more specifically the concept of emotionally lived experience. The contributions that the Study of Race Relations in interface with Education and Psychology have already revealed, from Black Feminism, are used in the analysis, as well as the important observations made in the scientific field regarding the permanence in Higher Education in the context of democratization of higher education and the concept of emotionally lived experience by Vygotsky (1935). It is a qualitative research of a bibliographic and exploratory nature, in which we used the data collection technique of semi-structured interviews, and to reach the students, “snowball” sampling was used. At the end of the content analysis, it is evidente that black lesbian and bisexual students create and use diferente permanence strategies in order to face the social structure marked by racism, sexism, lesbophobia, biphobia and elitism that are unfortunately also present in the university environment. It was also observed that there is a need for institutional interventions to change this scenario, as these obstacles jeopardize the academic performance of these students. Their statements reveal that failure to complete the courses in which they are enrolled is a product of the process of exclusion and isolation that they suffer throughout undergraduate studies, which in turn arise from the mark of elitism in universities, the epistemicide that silences black women for centuries, as well as the difficulties faced in accessing assistance programs that are their rights.