Vivências universitárias significativas e permanência no curso de pedagogia: narrativas de jovens estantes negras

Abstract

This research analyzes how and what significant university experiences influence the permanence of young black students on the Pedagogy course at the Federal University of Alagoas (UFAL). Based on their oral narratives, it identifies the main challenges faced by these students throughout their undergraduate studies, considering race, class and gender. Using qualitative methodology and (auto)biographical research, the study explores the trajectories of three young women who declare themselves to be black and are between the fifth and ninth terms of the course or are enrolled for the Course Conclusion Work (TCC). The research highlights the difficulties, achievements and resistance strategies that impact the material and symbolic permanence of these young women in the academic environment. The results indicate that the permanence of these students is not just down to individual merit, but is linked to institutional and student permanence policies. In addition, the duality of the university environment in the processes of recognizing these young women as black women stands out, because at the same time as they feel welcomed by their colleagues and in some spaces, they also experience complicated, omissive or even prejudiced situations within this same university environment. Some significant university experiences were identified that function as support networks, providing welcome, understanding and security. Among these networks, we highlight the friendships built up in the academic environment, the financial aid and research grants that make it possible for these young women to stay at university, and the representation of black professors, who strengthen their sense of belonging and promote discussions that directly affect them, In addition, participation in research projects, the connection with the content of subjects that address themes with which they identify, tutoring and spaces that encourage the continuation of their academic career, such as master's and doctoral degrees, are also fundamental in this process. These young women also had challenging university experiences, facing racism and situations that made them question themselves at various times. However, these difficulties also made them stronger. The research highlights the need for more targeted policies on student permanence, considering both material and symbolic aspects. As such, the study contributes to the debate on racial and gender equity in higher education and reinforces the need to discuss university permanence more broadly.