Markers of the diference: an intersectional perspective on being student black and disabledin Brazilian Higher Education

• Autor(a) principal: Silva, Vanessa Carolina
• Data de Publicação: 2018
• Outros Autores: Silva, Wilker Solidade
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/30948
• topic: Intersectional; Race; Disability; Higher education.; Interseccional. Raça. Deficiência. Ensino Superior.

The article is about the issue of social markers of difference in Higher Education Institutions (HEIs) in Brazil, defending the self-identification of black and disability people as positive investigative material to understand the characteristics that permeate the social and academic space in which they refer recognition and appreciation of subjects of law. By understanding interseccionl theory as theoretical support for the analysis of the dimension of difference markers, we have adopted it as a viable path by allowing the intermingling of diverse factors around the understanding of identity formation. The methodology used was the exploratory review of recent scientific production, using the Catalog of Theses and Dissertations of CAPES (CTDC) and qualitative analysis of official statistical data, based on the INEP Higher Education Census. The study evidenced an increase in the number of studies that adopt the theme as a reference axis, with the majority use of the "race / color" and "gender" markers for the critical analysis base. As a result of affirmative policies, there was a significant increase in the number of black and disability people enrolled in the last 7 years in Brazilian HEI, which explains the change in the profile of the bodies that came to occupy these spaces. Defending the intertwining of these data, possibilities for the production of researches with axis in this theme are evidenced, mainly in what it refers to recognizing in numbers the black students, with disability, quilombolas, etc. in its particularities, constructing empirical material so that the country's HEIs can plan positive practices for an intersectional interpretation of the identities of its students and, consequently, to construct really inclusive spaces of formation.