Trajetórias acadêmicas de estudantes negros e negras cotistas do curso de Pedagogia da Universidade Federal do Maranhão - Campus Imperatriz

Detalhes bibliográficos
Autor(a) principal: SOUSA, Lizandra Sodré
Data de Publicação: 2022
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UFMA
Texto Completo: https://tedebc.ufma.br/jspui/handle/tede/tede/4564
Resumo: This dissertative paper, entitled “An anti-racist approach to the School Psychology at the Federal university of Maranhão- Campus Imperatiz”, is the resulto f the concerns arising while working with the School Psychology in the College Education and the need and urgency for understanding of how the Ethnic-Racial Ralations develop themselves in this context. Our paper is justified by the need for the university to be a fruitful environment for the development of anti-racist institutional practices considering the presence of black students in this educational space. The guiding questions that guided the study were: How my identity formation contribute to the study of ethnic-racial relations in Colleg Education? How are the academic paths of male and female students that entered through raciais quotas in the couse of Psychology in the Federal University of Maranhão – Imperatriz Campus? How did the process of racial self identification of quota students take place? How are racial relations developed in the Pedagogy course at the Federal University of Maranhão? From this, we outline the following objectives: (a) describe how does my identity formation contributes to the study os the ethic-racial relations in the College Education; (b) analize the academic tragectories of male and female students entering through racial quotas in the course of Pedagogy at the Federal University of Maranhão – Imperatriz Campus; (c) investigate how the process of racial identification of black and female quota students took place and (d) understand how racial relations develop in the Pedagogy course at UFMA. The paper is anchored in authors who approach the theme of racial relations in Brazil, quota policies and School Psychology regarding racial issues, among which we can mention: Nilma Lino Gomes (2001, 2005, 2006, 2007 , 2017, 2019, 2021), Kabengele Munanga (2004, 2006, 2016, 2020), Antonio Sérgio Alfredo Guimarães (1999, 2003), José Jorge de Carvalho (2006), Lia Vainer Schucman (2010, 2014, 2017, 2018) , Claisy Marinho-Araújo (2014, 2015, 2016), Adrielle de Matos Borges Teixeira, (2018, 2019) and Maria Virginia Machado Dazzani (2018, 2019). The research has an essentially qualitative character under the epistemological contribution of the Historical-Cultural Psychology of human development. The methodological path was developed from institutional mapping through documentary sources and interviews. The interviews were carried out with the psychology professional on the campus and with quota students from the Pedagogy course who entered the university in the “black and brown” category. This investigation has professional, social and academic relevance, because from it we hope to build subsidies for the development of anti-racist institutional policies and practices and, consequently, contribute to the permanence of quota students in Higher Education with dignity. The information was analyzed based on the concept of zones of meaning, constructed from the participants' speeches through a critical interpretation of the phenomena presented in the research process. Among other things, the results showed that the psychological actions developed are aimed at all those who have difficulties in staying in Higher Education, with no specific actions aimed at the black public at the university; the identity formation of the student body is strongly influenced by the family context; the university presents itself as a fruitful space for the strengthening of racial identities; the UFMA Pedagogy course has been committed to training pedagogues in a democratic perspective; financial aid and scholarships prove to be an essential factor for the dignified permanence of quota students. Finally, as research developments, we suggest propositions for collective and institutional actions in order to enable better conditions of permanence for black students and quota holders at UFMA.
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spelling CARVALHO, Herli de Sousahttp://lattes.cnpq.br/6427088386506670CARVALHO, Herli de Sousahttp://lattes.cnpq.br/6427088386506670ZAPAROLI, Witembergue Gomeshttp://lattes.cnpq.br/9270921683542468ALCÂNTARA, Ramon Luís de Santanahttp://lattes.cnpq.br/1620217203200891AGAPITO, Francisca Melohttp://lattes.cnpq.br/5735846734374741MATOS, Polliana Galvão Soareshttp://lattes.cnpq.br/2358877044979719SOUSA, Lizandra Sodré2023-02-28T19:28:46Z2022-09-13SOUSA, Lizandra Sodré. Trajetórias acadêmicas de estudantes negros e negras cotistas do curso de Pedagogia da Universidade Federal do Maranhão - Campus Imperatriz. 2022. 153 f. Dissertação (Programa de Pós-Graduação em Formação Docente em Práticas Educativas - PPGFOPRED) - Universidade Federal do Maranhão, São Luís, 2022.https://tedebc.ufma.br/jspui/handle/tede/tede/4564This dissertative paper, entitled “An anti-racist approach to the School Psychology at the Federal university of Maranhão- Campus Imperatiz”, is the resulto f the concerns arising while working with the School Psychology in the College Education and the need and urgency for understanding of how the Ethnic-Racial Ralations develop themselves in this context. Our paper is justified by the need for the university to be a fruitful environment for the development of anti-racist institutional practices considering the presence of black students in this educational space. The guiding questions that guided the study were: How my identity formation contribute to the study of ethnic-racial relations in Colleg Education? How are the academic paths of male and female students that entered through raciais quotas in the couse of Psychology in the Federal University of Maranhão – Imperatriz Campus? How did the process of racial self identification of quota students take place? How are racial relations developed in the Pedagogy course at the Federal University of Maranhão? From this, we outline the following objectives: (a) describe how does my identity formation contributes to the study os the ethic-racial relations in the College Education; (b) analize the academic tragectories of male and female students entering through racial quotas in the course of Pedagogy at the Federal University of Maranhão – Imperatriz Campus; (c) investigate how the process of racial identification of black and female quota students took place and (d) understand how racial relations develop in the Pedagogy course at UFMA. The paper is anchored in authors who approach the theme of racial relations in Brazil, quota policies and School Psychology regarding racial issues, among which we can mention: Nilma Lino Gomes (2001, 2005, 2006, 2007 , 2017, 2019, 2021), Kabengele Munanga (2004, 2006, 2016, 2020), Antonio Sérgio Alfredo Guimarães (1999, 2003), José Jorge de Carvalho (2006), Lia Vainer Schucman (2010, 2014, 2017, 2018) , Claisy Marinho-Araújo (2014, 2015, 2016), Adrielle de Matos Borges Teixeira, (2018, 2019) and Maria Virginia Machado Dazzani (2018, 2019). The research has an essentially qualitative character under the epistemological contribution of the Historical-Cultural Psychology of human development. The methodological path was developed from institutional mapping through documentary sources and interviews. The interviews were carried out with the psychology professional on the campus and with quota students from the Pedagogy course who entered the university in the “black and brown” category. This investigation has professional, social and academic relevance, because from it we hope to build subsidies for the development of anti-racist institutional policies and practices and, consequently, contribute to the permanence of quota students in Higher Education with dignity. The information was analyzed based on the concept of zones of meaning, constructed from the participants' speeches through a critical interpretation of the phenomena presented in the research process. Among other things, the results showed that the psychological actions developed are aimed at all those who have difficulties in staying in Higher Education, with no specific actions aimed at the black public at the university; the identity formation of the student body is strongly influenced by the family context; the university presents itself as a fruitful space for the strengthening of racial identities; the UFMA Pedagogy course has been committed to training pedagogues in a democratic perspective; financial aid and scholarships prove to be an essential factor for the dignified permanence of quota students. Finally, as research developments, we suggest propositions for collective and institutional actions in order to enable better conditions of permanence for black students and quota holders at UFMA.O presente trabalho dissertativo intitulado “Trajetórias acadêmicas de estudantes negros e negras cotistas do curso de Pedagogia da Universidade Federal do Maranhão – Campus Imperatriz” é fruto de inquietações advindas da atuação em Psicologia Escolar na Educação Superior e da necessidade e urgência por compreendermos como se desenvolvem as relações raciais nesse contexto. Nosso trabalho se justifica pela necessidade de que a universidade seja um ambiente profícuo para o desenvolvimento de práticas institucionais antirracistas considerando a presença de estudantes negros e negras neste espaço educativo. As questões norteadoras que direcionaram o estudo foram: Como a minha formação identitária contribui para o estudo das relações étnico-raciais na Educação Superior? Quais as trajetórias acadêmicas de estudantes negros e negras cotistas do curso de Pedagogia da UFMA – Campus Imperatriz? Como se deu o processo de autoidentificação racial de estudantes cotistas? Como são desenvolvidas as relações raciais no curso de Pedagogia da Universidade Federal do Maranhão? A partir disso, delineamos os seguintes objetivos: (a) descrever como a minha formação identitária contribui para o estudo das Relações Étnico-Raciais na Educação Superior; (b) analisar as trajetórias acadêmicas de estudantes negros e negras cotistas do curso de Pedagogia da UFMA – Campus Imperatriz; (c) investigar como se deu o processo de autoidentificação racial de estudantes negros e negras cotistas e (d) compreender como se desenvolvem as relações raciais no curso de Pedagogia da UFMA. O trabalho está ancorado em autores e autoras que abordam a temática das relações raciais no Brasil, a política de cotas e a Psicologia Escolar no que tange às questões raciais, dentre os quais podemos citar: Nilma Lino Gomes (2001, 2005, 2006, 2007, 2017, 2019, 2021), Kabengele Munanga (2004, 2006, 2016, 2020), Antonio Sérgio Alfredo Guimarães (1999, 2003), José Jorge de Carvalho (2006), Lia Vainer Schucman (2010, 2014, 2017, 2018), Claisy Marinho-Araújo (2014, 2015, 2016), Adrielle de Matos Borges Teixeira, (2018, 2019) e Maria Virginia Machado Dazzani (2018, 2019). A pesquisa possui caráter essencialmente qualitativo sob o aporte epistemológico da Psicologia Histórico Cultural do desenvolvimento humano. O caminho metodológico foi desenvolvido a partir de mapeamento institucional por meio de fontes documentais e realização de entrevistas. As entrevistas foram realizadas com a profissional de Psicologia do campus e com estudantes cotistas do curso de Pedagogia que ingressaram na universidade pela categoria “pretos e pardos”. Essa investigação possui relevância profissional, social e acadêmica, pois a partir dela esperamos construir subsídios para o desenvolvimento de políticas e práticas institucionais antirracistas e, consequentemente, contribuir para a permanência digna de estudantes cotistas na Educação Superior. As informações foram analisadas a partir da construção de zonas de sentidos, desenvolvidas a partir das falas das participantes por meio de uma interpretação crítica dos fenômenos apresentados no processo de pesquisa. Dentre outras coisas, os resultados mostraram que as ações psicológicas desenvolvidas são voltadas para todos aqueles que possuem dificuldades de permanência na Educação Superior, não havendo ações específicas direcionadas ao público negro na universidade; a formação identitária do corpo discente é fortemente influenciada pelo contexto familiar; a universidade se apresenta como espaço fértil para o fortalecimento de identidades raciais; o curso de Pedagogia da UFMA tem se empenhado em formar pedagogos e pedagogas em uma perspectiva democrática; os auxílios financeiros e as bolsas se mostram um fator imprescindível para a permanência digna de estudantes cotistas. Por fim, como desdobramentos da pesquisa, sugerimos proposições de ações coletivas e institucionais a fim de possibilitar melhores condições de permanência para estudantes negros e negras cotistas da UFMA.Submitted by Daniella Santos (daniella.santos@ufma.br) on 2023-02-28T19:28:46Z No. of bitstreams: 1 LIZANDRASODRESOUSA.pdf: 2128361 bytes, checksum: 116d6d4e047db1eda72fe7761a0d88f8 (MD5)Made available in DSpace on 2023-02-28T19:28:46Z (GMT). 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dc.title.por.fl_str_mv Trajetórias acadêmicas de estudantes negros e negras cotistas do curso de Pedagogia da Universidade Federal do Maranhão - Campus Imperatriz
dc.title.alternative.eng.fl_str_mv Academic trajectories of black students and black quota holders of the Pedagogy course at the Federal University of Maranhão - Campus Imperatriz
title Trajetórias acadêmicas de estudantes negros e negras cotistas do curso de Pedagogia da Universidade Federal do Maranhão - Campus Imperatriz
spellingShingle Trajetórias acadêmicas de estudantes negros e negras cotistas do curso de Pedagogia da Universidade Federal do Maranhão - Campus Imperatriz
SOUSA, Lizandra Sodré
racismo
Psicologia escolar;
cotas raciais;
educação superior;
racism;
school Psychology;
racial quotas;
college education.
Educação
title_short Trajetórias acadêmicas de estudantes negros e negras cotistas do curso de Pedagogia da Universidade Federal do Maranhão - Campus Imperatriz
title_full Trajetórias acadêmicas de estudantes negros e negras cotistas do curso de Pedagogia da Universidade Federal do Maranhão - Campus Imperatriz
title_fullStr Trajetórias acadêmicas de estudantes negros e negras cotistas do curso de Pedagogia da Universidade Federal do Maranhão - Campus Imperatriz
title_full_unstemmed Trajetórias acadêmicas de estudantes negros e negras cotistas do curso de Pedagogia da Universidade Federal do Maranhão - Campus Imperatriz
title_sort Trajetórias acadêmicas de estudantes negros e negras cotistas do curso de Pedagogia da Universidade Federal do Maranhão - Campus Imperatriz
author SOUSA, Lizandra Sodré
author_facet SOUSA, Lizandra Sodré
author_role author
dc.contributor.advisor1.fl_str_mv CARVALHO, Herli de Sousa
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/6427088386506670
dc.contributor.referee1.fl_str_mv CARVALHO, Herli de Sousa
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/6427088386506670
dc.contributor.referee2.fl_str_mv ZAPAROLI, Witembergue Gomes
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/9270921683542468
dc.contributor.referee3.fl_str_mv ALCÂNTARA, Ramon Luís de Santana
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/1620217203200891
dc.contributor.referee4.fl_str_mv AGAPITO, Francisca Melo
dc.contributor.referee4Lattes.fl_str_mv http://lattes.cnpq.br/5735846734374741
dc.contributor.referee5.fl_str_mv MATOS, Polliana Galvão Soares
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/2358877044979719
dc.contributor.author.fl_str_mv SOUSA, Lizandra Sodré
contributor_str_mv CARVALHO, Herli de Sousa
CARVALHO, Herli de Sousa
ZAPAROLI, Witembergue Gomes
ALCÂNTARA, Ramon Luís de Santana
AGAPITO, Francisca Melo
MATOS, Polliana Galvão Soares
dc.subject.por.fl_str_mv racismo
Psicologia escolar;
cotas raciais;
educação superior;
topic racismo
Psicologia escolar;
cotas raciais;
educação superior;
racism;
school Psychology;
racial quotas;
college education.
Educação
dc.subject.eng.fl_str_mv racism;
school Psychology;
racial quotas;
college education.
dc.subject.cnpq.fl_str_mv Educação
description This dissertative paper, entitled “An anti-racist approach to the School Psychology at the Federal university of Maranhão- Campus Imperatiz”, is the resulto f the concerns arising while working with the School Psychology in the College Education and the need and urgency for understanding of how the Ethnic-Racial Ralations develop themselves in this context. Our paper is justified by the need for the university to be a fruitful environment for the development of anti-racist institutional practices considering the presence of black students in this educational space. The guiding questions that guided the study were: How my identity formation contribute to the study of ethnic-racial relations in Colleg Education? How are the academic paths of male and female students that entered through raciais quotas in the couse of Psychology in the Federal University of Maranhão – Imperatriz Campus? How did the process of racial self identification of quota students take place? How are racial relations developed in the Pedagogy course at the Federal University of Maranhão? From this, we outline the following objectives: (a) describe how does my identity formation contributes to the study os the ethic-racial relations in the College Education; (b) analize the academic tragectories of male and female students entering through racial quotas in the course of Pedagogy at the Federal University of Maranhão – Imperatriz Campus; (c) investigate how the process of racial identification of black and female quota students took place and (d) understand how racial relations develop in the Pedagogy course at UFMA. The paper is anchored in authors who approach the theme of racial relations in Brazil, quota policies and School Psychology regarding racial issues, among which we can mention: Nilma Lino Gomes (2001, 2005, 2006, 2007 , 2017, 2019, 2021), Kabengele Munanga (2004, 2006, 2016, 2020), Antonio Sérgio Alfredo Guimarães (1999, 2003), José Jorge de Carvalho (2006), Lia Vainer Schucman (2010, 2014, 2017, 2018) , Claisy Marinho-Araújo (2014, 2015, 2016), Adrielle de Matos Borges Teixeira, (2018, 2019) and Maria Virginia Machado Dazzani (2018, 2019). The research has an essentially qualitative character under the epistemological contribution of the Historical-Cultural Psychology of human development. The methodological path was developed from institutional mapping through documentary sources and interviews. The interviews were carried out with the psychology professional on the campus and with quota students from the Pedagogy course who entered the university in the “black and brown” category. This investigation has professional, social and academic relevance, because from it we hope to build subsidies for the development of anti-racist institutional policies and practices and, consequently, contribute to the permanence of quota students in Higher Education with dignity. The information was analyzed based on the concept of zones of meaning, constructed from the participants' speeches through a critical interpretation of the phenomena presented in the research process. Among other things, the results showed that the psychological actions developed are aimed at all those who have difficulties in staying in Higher Education, with no specific actions aimed at the black public at the university; the identity formation of the student body is strongly influenced by the family context; the university presents itself as a fruitful space for the strengthening of racial identities; the UFMA Pedagogy course has been committed to training pedagogues in a democratic perspective; financial aid and scholarships prove to be an essential factor for the dignified permanence of quota students. Finally, as research developments, we suggest propositions for collective and institutional actions in order to enable better conditions of permanence for black students and quota holders at UFMA.
publishDate 2022
dc.date.issued.fl_str_mv 2022-09-13
dc.date.accessioned.fl_str_mv 2023-02-28T19:28:46Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.citation.fl_str_mv SOUSA, Lizandra Sodré. Trajetórias acadêmicas de estudantes negros e negras cotistas do curso de Pedagogia da Universidade Federal do Maranhão - Campus Imperatriz. 2022. 153 f. Dissertação (Programa de Pós-Graduação em Formação Docente em Práticas Educativas - PPGFOPRED) - Universidade Federal do Maranhão, São Luís, 2022.
dc.identifier.uri.fl_str_mv https://tedebc.ufma.br/jspui/handle/tede/tede/4564
identifier_str_mv SOUSA, Lizandra Sodré. Trajetórias acadêmicas de estudantes negros e negras cotistas do curso de Pedagogia da Universidade Federal do Maranhão - Campus Imperatriz. 2022. 153 f. Dissertação (Programa de Pós-Graduação em Formação Docente em Práticas Educativas - PPGFOPRED) - Universidade Federal do Maranhão, São Luís, 2022.
url https://tedebc.ufma.br/jspui/handle/tede/tede/4564
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Maranhão
dc.publisher.program.fl_str_mv PROGRAMA DE PÓS-GRADUAÇÃO EM FORMAÇÃO DOCENTE EM PRÁTICAS EDUCATIVAS - PPGFOPRED
dc.publisher.initials.fl_str_mv UFMA
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv DEPARTAMENTO DE EDUCAÇÃO II/CCSO
publisher.none.fl_str_mv Universidade Federal do Maranhão
dc.source.none.fl_str_mv reponame:Biblioteca Digital de Teses e Dissertações da UFMA
instname:Universidade Federal do Maranhão (UFMA)
instacron:UFMA
instname_str Universidade Federal do Maranhão (UFMA)
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institution UFMA
reponame_str Biblioteca Digital de Teses e Dissertações da UFMA
collection Biblioteca Digital de Teses e Dissertações da UFMA
bitstream.url.fl_str_mv http://tedebc.ufma.br:8080/bitstream/tede/4564/2/LIZANDRASODRESOUSA.pdf
http://tedebc.ufma.br:8080/bitstream/tede/4564/1/license.txt
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