As marcas de cor/raça no ensino médio e seus efeitos na educação superior brasileira

• Autor(a) principal: Artes, Amélia
• Data de Publicação: 2021
• Outros Autores: Unbehaum, Sandra
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Educação e Pesquisa
• Texto Completo: https://www.revistas.usp.br/ep/article/view/188208
• topic: Equity; Access to higher education; Upper secondary education; Blacks; Equidade; Acesso ao ensino superior; Ensino médio; Negros

Over the past decades, there has been an increase in the participation of negros2 students in higher education in Brazil, which points to a change in the racial-ethnic profile. This new scenario is the result of pressure from black social movements and the achievement of different inclusion policies through quotas, initiated in the 1990s and strengthened in the 2000s. Despite such initiatives, in comparison to the total population, the participation of the negros is still far from the desired percentage. To understand this reality, it is necessary to bring quantitative information to the discussion in order to characterize the trajectory of young people in upper secondary education and the marks of the differentiation of schools attended by whites and negros. To complement the analyses of racial belonging, it is necessary to include other social markers, such as gender and social status. Therefore, we have worked on intersectionality and the constitution of four analysis groups: white men, white women, negro men, and negro women. As a contribution, this article presents data provided by IBGE, from the 2000 and 2010 Demographic Censuses, as evidence of the changes observed in higher education institutions in Brazil regarding ethnic-racial diversity. These data measure the challenges still present and that need to be overcome with a view to quality education for all.