POLÍTICAS DE ACESSO E PERMANÊNCIA NA EDUCAÇÃO SUPERIOR: REFLEXÕES DE NEGRAS/OS EGRESSAS/OS DA PEDAGOGIA DO CPAN/UFMS.

• Autor(a) principal: Leandro Costa Vieira
• Data de Publicação: 2023
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFMS
• Texto Completo: https://repositorio.ufms.br/handle/123456789/6509
• topic: .Políticas públicas de acesso e permanência. Educação das relações étnico-raciais. Política de cotas. Constituição identitária e Protagonismo

The educational process is understood as cyclical and in constant transformation. To educate is life and life is constituted in relations which are changes and the need to renew, so that, in its essence, it may constitute quality, equity and rights that must be given to children, adolescents, youngsters, adults, older adults, men, women and their diversity. This study is based on the search for knowledge about public policies on permanence in Higher Education and on acknowledgement of the Law of Quotas and the Federal Constitution which ensures total freedom to learn as people’s right. Thus, this study aims at analyzing access and permanence of Afro-brazilian students in Higher Education by means of narratives provided by Pedagogy seniors (2018-2022) who identified themselves as Afro-brazilian at the CPAN/UFMS. They mentioned how public policies on access and permanence in Higher Education enabled them to finish their under-graduation course and to become professionals who see themselves as Afro-brazilian people with potential strength to carry out social and cultural transformations in educational places. Four categories of analysis were highlighted. Fifteen persons were interviewed. Results of this study showed that policies on access and permanence promoted students’ intellectual appropriation and their identity acknowledgement. Acknowledging oneself as an Afro-brazilian person is essential for actions, protagonism and acknowledgment of place of talk/action as a space which does not need interpreters/spokespersons since they know that they are subjects immersed in the Democratic Rule of Law which determines equality to everyone, regardless of their singularities and differences. Thus, they shall understand and advocate their acts and their search for the right to socialization, culture and all material and immaterial assets accumulated by humankind, with no barrier or boundary against their phenotypes, i. e., Afro-brazilian men and women. This study concludes that these people know that there is structural racism which directly interferes with educational processes since they acknowledge the legislation on teaching of History and culture of the Afro-brazilian people, even though it is still restricted to celebration of special dates in school activities. However, Brazil still needs to develop other policies and movements as a nation to recognize another social structure, based on public and social policies, so that racism, discrimination, excluding and censoring processes may be highlighted. As a result, they become part of every person’s Education and prevent the importance and struggle of the Afro-Brazilian from being forgotten. Native peoples should not be forgotten in Brazil’s structure and their ethnic-racial identities should be acknowledged with no risk of being subject to any type of prejudice, racism and exclusion.