TRAJECTORIES AND SCHOOL EXPERIENCES OF BLACK QUOTA STUDENTS OF UNILAB: IDENTITIES, CURRICULUM AND PEDAGOGICAL PRACTICES

• Autor(a) principal: de Oliveira, Francisco Érick
• Data de Publicação: 2020
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: REVES - Revista Relações Sociais
• Texto Completo: https://periodicos.ufv.br/reves/article/view/9455
• topic: Sucesso escolar; Discriminação étnico-racial; Identidades negras; Currículo; Práticas pedagógicas

The study objects of this work are situated between a broad and always urgent debate,with emphasis on the Brazilian context, between class, race and/or ethnicity. The problematizationbuilt is a clipping of questions from my master's research that focused on the school success of sixblack quota students, from the lower classes and undergraduate courses of UNILAB, in Ceará,through a dispositionalist methodology. Through (self) biographical trajectories and narratives, I soughtto reconstruct socialization scenarios of school longevity dispositions in order to understand howpossibilities of access to higher education were constituted in socioeconomic and culturallyunfavorable conditions. The ethnic-racial issue is central to the debate on Quota Policy and the blackidentities presented by the universe. On this occasion, however, I take it the other way, in order to stress the limits of an interpretation centered only on the social layer, as to the objective conditions ofexistence, considering the importance of ethnic-racial markers in school experiences, specifically, andin capital development, arrangements and identities. In the longevity dispositions socializationscenarios, I found family configurations rationalization of life around the school field, aligned withextra-school activities that intensified the formations of coherent habitus; and involvement in programs,projects and public policies.