Negros na UFMT : trajetória escolar de alunos dos cursos de História, Economia e Direito

• Ano de defesa: 2004
• Autor(a) principal: Santos, Cássia Fabiane dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Negros; Projetos de vida; Identidade; Discriminação; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Negroes; Life projects; Identity; Prejudice
• Link de acesso: http://ri.ufmt.br/handle/1/6378

This paper is about negroes students’ life histories, from History, Economics and Law courses, who started at Mato Grosso Federal University from 1998 to 2002. Its focus is on knowing how these students built up their racial identity and also on checking what the factors were fundamental at the elaboration and projects fulfilment, in order to enter for a public college. The technique used for data collection it was the life history, which the main authors are Becker (1999) and Thompson (1992). Nineteen life stories were recorded. In this work we had as supporting different authors, in search of understanding the subject studied. At the identity field, Hall (2003) and Ferreira (2000) give us the theoretical support. In order to understand how the individual projects are organized and developed inside a “field of possibilities” which focus in on the possible social rise, we took Schutz (1979), Pastore (1979) and Velho (1999) as base. About the ways which take the students to the social rise, the research showed that negroes from lower social classes make their social change process through the college education, having as supporting the relationships nets. It also confirms the fact that negroes social rise does not make them free of suffering discrimination or racial prejudice. To the projects fulfilment, it was essential to the students to count with a “support net”, as relatives as other people. There are different life histories, however they bear meaningful resemblances at the strategies to face the discrimination and racial prejudice. The strong presence of the racial discrimination in the students’ reports, make us aware of how these students are successful by been there and by entering for a “place” that usually is not known as theirs.