Os processos formativos de estudantes cotistas autodeclarados pretos e pardos e os contextos emergentes na UFSM

Abstract

This thesis is part of the Research Line - LP1 Teaching, Knowledge and Professional Development (LP1), of the Postgraduate Program in Education (PPGE), of the Federal University of Santa Maria (UFSM) and presents the processes training courses for self-declared quota students black and brown. The general objective is to understand how the training processes of quota students who attend undergraduate courses at CampusCamobi, at the Federal University of Santa Maria, take place; with a view to ‘getting to know their personal trajectories’, ‘identifying their implication of formative processes in learning the profession’ and, finally, ‘recognizing the emerging contexts in which they are immersed’. To this end, we conducted a qualitative research based on the socio-cultural narrative approach presented by Bolzan (2001, 2002), who developed this methodological proposition from the studies of Bakhtin (1995, 2003), Connely and Clandinin (1995), Freitas (1998, 2002) and Vygotsky (1994, 2013). We started the investigation with the mapping of the theses published nationwide, between the years 2012 and 2017, on the research theme, we proceeded to analyze the main legal documents that deal with the subject and, later, we conducted narrative interviews through topics- guide with nine students who entered through the Reverse Vacancy System. This process, theoretically based on the productions of Almeida (2019), Bastos (2014), Bourdieu (1998), Silva Filho (2013), Fonseca (2009), Freire (1969, 1985), Gomes (2002a, 2002b, 2002c), Grisa (2015), Melo (2007), Piovesan (2015), Ribeiro (2017, 2019), Santos (2005), Zonisein and Feres Júnior (2008), among others who debate the training of students, as well as the admission and permanence of quota students in education higher education, explained the existence of a central category - formative processes, which is constituted by the dimensions of formative trajectory and institutional culture. These dimensions were structured by categorical elements that allow us to infer at the end of the writing the thesis report that the family context and the schooling processes leave significant marks on the student's formative trajectory, implying at the moment of insertion in higher education; the university, in turn, still moves from an institutional dynamic that does not envision the presence of self-declared black students and does little to promote debates about cultural diversity, does not highlight and value the presence of blacks and, finally, discloses the importance of affirmative measures to make the academic space truly democratic and plural.