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Master's Dissertation
DOI
https://doi.org/10.11606/D.59.2020.tde-27052020-094636
Document
Author
Full name
Suellen Francine da Silva e Silva
Institute/School/College
Knowledge Area
Date of Defense
Published
Ribeirão Preto, 2020
Supervisor
Committee
Piotto, Débora Cristina (President)
Aguiar, Márcio Mucedula
Bairrao, Jose Francisco Miguel Henriques
Fernandes, Maria Cristina da Silveira Galan
Title in Portuguese
Vivências escolares de estudantes negros: o acesso à Universidade de São Paulo após a adoção das cotas raciais
Keywords in Portuguese
Ensino superior
Estudantes negros
Vivências escolares
Abstract in Portuguese
Os índices de acesso ao ensino superior no Brasil revelam um processo histórico de desigualdade racial na educação. Ante esse contexto, a recente política de cotas raciais adotada pela Universidade de São Paulo (USP) tem como meta incluir estudantes negros nos cursos da universidade e, assim, contribuir para amenizar tais desigualdades. Sendo a escolarização anterior dos estudantes um fator importante para o acesso ao ensino superior, o presente trabalho buscou compreender as vivências escolares dos estudantes negros que ingressaram na USP por meio de cotas raciais, investigando aspectos de suas trajetórias que contribuíram para o acesso ao ensino superior público. Com base em dados disponibilizados no sítio da Fuvest, foi realizado o levantamento dos cursos mais seletivos de um dos campi da USP e do perfil racial dos estudantes que ingressaram nesses cursos. Nesse levantamento, verificou-se que o perfil racial discente é majoritariamente branco, sendo os estudantes negros minoria nos cursos seletivos. A análise das vivências escolares dos estudantes indica que um conjunto de fatores, como o fato de serem bons alunos, o incentivo de professores e a mobilização das famílias na vida escolar dos filhos, atuou nas trajetórias dos estudantes, contribuindo para que eles pudessem chegar à universidade. Essas vivências também apontam que as escolas frequentadas pelos estudantes durante a educação básica contribuíram para a reprodução de situações de racismo, dificultando a construção de uma identidade negra positiva. Contudo, os resultados da pesquisa também indicaram que o acesso a outras vivências fora do ambiente escolar, bem como a participação no coletivo negro da universidade permitiram aos estudantes apropriarem-se de uma consciência racial, ressignificando suas identidades.
Title in English
School experiences of black students: access to the University of São Paulo after the adoption of racial quotas
Keywords in English
Black students
Higher education
School experiences
Abstract in English
Data on access to higher education in Brazil reveal a historical process of racial inequality in education. In this context, the recent policy of racial quotas, adopted by the University of São Paulo, aims to include black students in University courses and, thus, contribute to the reduction of inequalities. As students' previous schooling is an important factor for access to higher education, the present work sought to understand the school experiences of black students who entered the University of São Paulo by racial quotas investigating aspects of their trajectories that contributed to access to public higher education. Based on data available on the Fuvest website, a survey was made of the most selective courses on one of USP's campuses and the racial profile of students who entered these courses. In this survey it was found that the student's racial profile is mostly white, with black students being minorities in selective courses. The analysis of the students' experiences indicates that a set of factors, such as the fact that they are good students, the encouragement of teachers and the mobilization of families in the school life of children, act in the trajectories of students contributing to those who could reach the University. These experiences also point out that the schools attended by students during basic education contributed to the reproduction of situations of racism, making it difficult to build a positive black identity. However, the research results also indicated that access to other experiences outside the school environment, as well as participation in the university's black collective, allowed students to appropriate a racial conscience, giving their identities a new meaning.
 
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Publishing Date
2020-07-14
 
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