Análise sobre o direito ao aceso à educação superior por meio do ENEM para os jovens negros no Brasil pós CF/88: ênfase entre os anos de 1992 e 2022

• Ano de defesa: 2024
• Autor(a) principal: Ferreira, Ikaro Grangeiro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: A invisibilidade dos direitos das pessoas negras; Acesso à educação das pessoas negras; Racismo estrutural; Educação antirracista; Inclusão educacional; The invisibility of black people's rights; Access to education for black people; structural racism; anti-racist education; educational inclusion; CNPQ::CIENCIAS SOCIAIS APLICADAS
• Link de acesso: http://repositorio.ufc.br/handle/riufc/79860

Racism, as a structural phenomenon historically rooted in Brazilian society, requires a careful and grounded look in order to analyze and understand its spectrum of action, especially in the academic and social fields. This paper aims to analyze the struggles and achievements of black people in Brazilian education, from a critical approach that takes into account the historical context of black culture in Brazil, the structural challenges faced for an isonomic education, public policies for inclusion and the reflexes of structural racism in educational training. It seeks to investigate the historical and social barriers that still prevent black students from accessing and remaining in both basic and higher education, highlighting the importance of affirmative policies, such as Law 12.711/12 (Quota Law), and legal measures aimed at combating racism. In addition, the study examines how the coloniality of power, knowledge and being has perpetuated the invisibilization and marginalization of black cultures, influencing curricula and pedagogical practices, and how anti-racist education can contribute to the construction of a truly inclusive and transformative education. The research also sets out to discuss the advances and obstacles relating to the permanence of black people in higher education, reflecting on the legal and social tools needed to guarantee more equitable access and an education that respects and values racial and cultural diversity. The methodology of this endeavor rests on a bibliographic character, guided by a qualitative and quantitative approach, with exploratory objectives that will be stated using the deductive method. This endeavor has led to final considerations that reflect the importance of the true inclusion of black people in the higher education environment, with not only their presence/acceptance being enough, but also various social and legal tools that are appropriate and possible to apply in order to achieve this goal.