Identidade, raça e representação : narrativas de jovens que ingressam na universidade de Brasília pelo sistema de cotas raciais

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

This work was carried out in the research group Education and public policies: gender,race and age, from the College of Education of the University of Brasília (UnB). Theanalysis is focused on the narrative interviews carried out with 10 college students (8females and 2 males), who enrolled in different UnB courses through the quota system,and it sought to achieve the following goals: to identify and analyze the experiences ofstudents in their family environment, in their educational history, and in their academiclives; to verify the existence of strategies of social interaction or confrontation in face ofpossible situations of segregation or disregard and the existence of mechanisms ofresignification of the black identity throughout life; to verify if the condition of quota studentinterfered in this process. The narratives show that being black, in all the analyzedaspects of life course, holds a series of changing significances, which are built in arelational form, in a identity game in which attributes are aligned or confronted in thedetermination of subjects‟ (self)representation. The condition of quota student incarnatesa tension that is established between the group identity and the universalist vision ofindividual worthiness, stressed by the still strong influence of the idea of racial democracy,which tends to forge a neutrality in racial and also gender relations. We verified that theUniversity, for the student who enrolls through the quota system, can reveal itself both asa place of opening for engagement, resultant from family examples or from contacts withyouth groups of social mobilization; and as a place of thought transformation concerningthe Brazilian racial configuration and the very comprehension of what it means to beblack. For such, the contact with discussion groups, research groups, existent centers ofsocial interaction in academia, such as Afroatitude and the Centro de Convivência Negra(CCN), showed to be differential, for it provides for questioning racial and genderrepresentations hitherto introjected, the exchange of experiences and the affectiveinvolvement in knowledge production. However, jokes that mark in a veiled manner thediscrimination and explicit displays of prejudice generated by the presumed lack ofcapacity of blacks and women show that the racist and sexist trace persists in theacademia, even among quota students, favoring whitening and cooptation processes.

ASSUNTO(S)

raça política de cotas educacao identity race representation racial quota policy representação identidade

ACESSO AO ARTIGO

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