Trajetórias de egressos cotistas negros do Bacharelado Interdisciplinar em Ciência e Economia da UNIFAL-MG – campus Varginha/MG : o processo identitário e a lugarização da universidade

Abstract

The insertion of individuals who are part of socially minority groups in higher education institutions demanded structural changes in public universities. A large part of these occurred due to the allocation of fifty percent of the vacancies of federal educational institutions to students who attended high school in public schools, as provided for in Law No. 12,711/12. The legislation mentioned comes from social pressures and meets a need of the population, as it creates opportunities for access to education for the poor, blacks, indigenous people and people with disabilities belonging to historically excluded groups. By modifying the forms of admission to the public university, the profile of students has changed. In this sense, this research was carried out with the objective of understanding the effects of the quota law for the location of the university and for the identity process, from a local perspective, through the analysis of the trajectory of quota graduates from their reports. In this work, the research subjects are graduates of the Interdisciplinary Baccalaureate in Science and Economics offered by UNIFAL-MG, Varginha campus, who entered the quota groups with racial criteria. In the first phase of the research, a questionnaire was applied to survey the socioeconomic profile of the subjects, in which 44 (forty-four) subjects participated, representing a percentage of 72% of the total sample; in this, the data were analyzed in a descriptive way, through frequency distribution. In the second phase, a semi-structured interview was carried out with 22 (twenty-two) graduates who are part of the sample, who were submitted to thematic content analysis. The results indicated that the pre-academic experiences and the university trajectory of the graduates, in their social dimension, should be considered to reflect on the permanence and the way these individuals see their own ethnic identity. During the process of integration into the academic environment, social, economic and racial contrasts with other university members guided interpersonal relationships and reflected on the feeling of belonging and non-belonging of these individuals to the university environment. Academic experience and involvement with the theme of racial relations reached the subjectivity of the graduates, permeated the recognition of their own identity and made it possible to reflect on the location of the university, which encompasses three dimensions: historical, relational and identity. At the same time, from the theoretical-conceptual point of view of non-place, the university was perceived as an anthropological place under construction, as there is still structural racism and episodes of racial discrimination.