Afetividade intergrupal, política afirmativa e sistema de cotas para negros

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

In this thesis the author aims at understanding the affectiveness involved in interactions among students participating in affirmative action quota programs that facilitate the access of blacks to public universities, as well as how these interactions affect the process of racial inclusion. It is hereby believed that a racial inclusion process will effectively take place once the subjects involved can face conflicts and difficulties, and can reorganize inter-group interaction in order to integrate those accepted by the quota system. Other problems are also analyzed, such as: What is the role of psychology in such polemical political moments? How does this new social role the one of a quota student develop? The theoretical references are Socionomy by Jacob Levy Morenos group science. A case study was conducted to understand one aspect of the affirmative action policy at the Universidade de Brasília (UnB) and the instruments used to collect data were Sociodrama (an action method in which a group revives problem situations) and interviews. Contents were analyzed, focused on indicators to construct meaning zones, and contributions of psychodramatists were taken into account to study the action method. The main results were: group and inter-group affective dynamics among students included in this affirmative action policies in which most non-quota students are indifferent towards students who are included in the quota system and disregard racial issues; and the feeling of injustice resulting from the implementation of the affirmative action policy. Black students and quote students express, mostly, anger and indignation towards the discrimination that results from racial quotas, which is characterized basically by cut-off quota students and is a result of a prejudicial notion that they have privileges. Quota students therefore set very high academical standards for themselves in order to deal with discrimination. In this picture of social competition, other affective processes were observed: anti-empathy, hostilty and affective ambivalence. Identity experiences were also observed, such as identity paradox (students want to be included in the quota system but fear the new social role this results in) and identity concealing (when students, for example, do not participate in events related to racial inclusion). These results did not demonstrate the authors hypothesis, because most quota students and black students feel they are discriminated against and are therefore cut off from an inclusive context. The thesis shows the interference of affectiveness in how power is exercised in society and recommends universities that implement a quota system for black students have psycho-social projects in order to implement racial inclusion effectively. The author also points out the importance of political awareness among quota students to they can contribute to the social changes that affirmative action aims at.

ASSUNTO(S)

social role afetividade intergrupal política afirmativa socionomy inclusão racial socionomia sociodrama affirmative action grupos papel social quota system for blacks groups inter-group affectiveness psicologia sociodrama sistema de cotas para negros racial inclusion

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