Mestres/as negros/as: trajetórias na pós-graduação dos/as egressos/as do curso de formação pré-acadêmica Afirmação na Pós

• Ano de defesa: 2018
• Autor(a) principal: Kelly Cristina Candida de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Trajetória; Afirmação na pós; Racismo; Pós-graduação; Programas de ação afirmativa; Educação Relações etnicas; Universidades e faculdades Pós-graduação; Negros Educação; Educação; Igualdade na educação; Estudantes universitários Pós-graduação Identidade racial; Discriminação na educação; Pós-graduação Trajetórias
• Link de acesso: http://hdl.handle.net/1843/BUOS-B4LKPN

The main objective of this research was to investigate the trajectory of black people from a pre-academic formation course on postgraduation, named Affirmation in the Postgrad. This course was an Affirmative Action iniciative, which occurred during the period from 2012 to 2014 and it was a result of consortium between the Federal University of Minas Gerais (UFMG) and the State University of Minas Gerais (UEMG); in partnership with the Federal Center of Technological Education (CEFET), supported by resources from Ford and Carlos Chagas Foundations. Thus, our focus on this investigation was directed to the subjects and their experiences during the participation at Affirmation in the Postgrad, on masters course, which led these students to develop their researches and also to the dissertation defense. In this process, we analysed the relations, life experiences, the displacements and tensions which were produced by the environment on the subjects and by the subjects on the academic environment, for comprehending the ways through these subjects had lived their academic routes and also how their trajectories of knowledge production were composed on postgraduation - a space where black population is still underrepresented (ARTES, 2013; 2016). Our theoretical reference was based on the studies about racial relations in Brasil, through a critical perspective (MUNANGA, 2006; GUIMARAES, 1999; CARVALHO, 2003, 2006, 2010), as well as some elements from social thought of black person in Brazil during XIX and XX centuries (Nina Rodrigues and Gilberto Freyre). We also used some theoretical analysis regarding the South Epistemologies (SANTOS, 2004, 2010). We analysed, briefly, from Cury (2005), the implementation policy of brazilian postgraduation. This scope helped us to design and comprehend the problem of the huge reduction of black people presence on postgraduation. Our methodological approach was qualitative and, therefore, the main data sources were: inscription forms and intention letters, which were submitted for the selection process of Affirmation in the Postgrad; the curriculums on Lattes format and the abstracts of dissertations that were produced by researchs subjects and narrative interviews (FLICK, 2009). For the analysis of inscription forms, intention letters, curriculums and the dissertations abstracts, we used documental analysis (BARDIN, 2011). We used qualitative analysis for the interviews, with the goal of comprehending the meanings that were present on interviewed peoples speech, in connection with the context in which they are inserted and delimited by the researchs theoretical perspective (ALVES E SILVA, 1992). The analysis process about the theoretical ways of possible subjetcs production on brazilian postgraduation, through the light of discussions about race and science, as structures of postgraduation in Brazil, were an effort to put in evidence the scientific structures about race, which are found on studies from Nina Rodrigues and Gilberto Freyre mainly in this last one as well as represent the basis of an universal ideal that is produced regarding the access to postgraduation in Brazil. This structure promotes and enable the production of inequalities in the access to postgraduation, cause it prioritizes one kind of subject as the postgraduation subject, who is designed through an universal way on the policies and legislations of this level of education. This subject matches with the ethnic-racial white group, mostly represented on the space of knowledge production. Therefore, our investigation shows that the trajectories of black masters has occurred on a structurally racist environment, because this kind of space was not projected to deal with ethnic-racial differences. Regardless of the structure, the trajectories show that Affirmative Actions can produce the correction of inequalities and promote the entry of black people in postgraduation and, through this, to rise up agency capacity (BHABHA, 2013) of the master people interviewed. It reveals the possibilities of creating tensions and cracks into the racist structure, represented by black bodies, that have low presence on postgraduation, as well as the investigation themes developed, which are based in studies that consider other epistemologies for the knowledge production, such as quilombolas epistemologies, the studies about outskirts youth and difference policies.