Políticas para o ingresso de pessoas negras ao ensino superior na Universidade Federal de Uberlândia ( 2003-2015)

• Ano de defesa: 2016
• Autor(a) principal: Silva, Isabel Cristina da Costa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Políticas sociais; Estado; UFU; Cotas; Polític social; state; quotas; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Educação; Políticas sociais públicas - Uberlândia (MG); Negros - Educação (Superior); Universidade Federal de Uberlândia; ODS::ODS 4. Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/40974; http://dx.doi.org/10.14393/ufu.di.2018.1347

The Master's study analyzes national policies for the entry of blacks to higher education and its field of analysis is the Federal University of Uberlândia, in order to interpret the supposed conflict between the autonomy of the university and the state, since this was the last federal university to join racial quotas. This is a documentary research, based on the concepts of field and capital (social, cultural and symbolic) of Pierre Bourdieu to understand official discourse present in the corpus: historical, scientific, publications, legislation and statistics on access to higher education in Brazil. The methodology used is the interpretation of fields and formal properties of linguistic exchanges, considered the social conditions of its production, to answer the question: what is the capacity of the UFU in refract and retranslate pressures or external compliance requirements to racial quotas? It aims to understand the mechanisms that the microcosm of the University (instances that interfere in the accession process to racial quotas) triggers to be free from external constraints (public policies, laws, decrees, social movements, references from other federal universities etc.) and be able to recognize only its own internal determinations regarding racial quotas. The result of the game analysis that permeates the fields in dispute is to recognize the existence of many discussions on the implementation of racial quotas, which created favorable and unfavorable speeches accession. There was a serious mobilization of a group within the University that sought social inclusion, with or without reservation of vacancies for blacks, but with institutional autonomy, could postpone accession racial quotas. The regulatory state legitimized the power of the black movement, which is in contention for the recognition of the historical role of the culture and heritage of the African people and the long-standing discrimination. At the same time he rejected the struggle through speeches brought against quotas and broke with the slow pace of initiatives that competed to achieve this legitimacy. This was the effect of state action in the accession process to racial quotas.