Por uma ética coletiva negra: os cursos preparatórios para Pós-Graduação e tensionamento do dispositivo meritocrático na Universidade

• Autor(a) principal: Silva, Renata Nascimento da
• Data de Publicação: 2023
• Outros Autores: [e-mail]
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/20710
• topic: Meritocracy; Raciality; Cooperation; Affirmative action; Graduate preparation courses; Meritocracia; Racialidade; Cooperação; Cursos preparatórios; Pós-graduação; CIENCIAS SOCIAIS APLICADAS::COMUNICACAO::TEORIA DA COMUNICACAO

This dissertation investigates the logic of the meritocratic system that relies on universal values such as equality, social justice, and intellectual excellence. Its action in education, and other organizational bases of society, goes back to the origins of modern Western thought and its civilizing ideals. Aware of the Eurocentric and, therefore, colonial bias of Modernity and its mechanisms, this research focuses on the entry of black men and women into universities, more specifically, into graduate programs (PPG). The potentially exclusionary meritocratic logic present in these selection processes provoked the creation of preparatory courses to remedy the historical absence of black bodies in this segment, even after the implementation of affirmative action in undergraduate programs. Thus, the main objective of the research is to understand if the courses are able to demonstrate that raciality is a constituent element of the meritocratic system that hinders the access of black, indigenous and trans students to master's and doctoral programs in the area of communication. In this sense, we propose to analyze the dynamics between subjects and the strategies that emerge in the courses as a way to enter the PPGs in the Southeast. It is assumed that the cooperation between candidates and volunteers produced in these spaces resists the action of the merit device. The methodological procedures consisted of participant observation, in-depth interview, questionnaires, quantitative survey of courses through Social Networks and document analysis. Based on the analyses, we conclude that the courses constitute teaching and affection communities capable of translating the norms of Graduate Studies, acting as mediators between the candidates and the public university, collectively producing, through a quilombola technology, resistance to the merit logic that operates in Graduate Studies.