A escolarização de mulheres negras: o perfil socioeconômico e educacional das estudantes cotistas do Curso de Pedagogia da Universidade Federal de Alagoas

Abstract

In a country marked by centuries of enslavement, with strong gender delimitations, which moved slowly to guarantee rights to the discriminated population, countless generations of black women were denied rights. It is from the democratization of basic education and the adoption of affirmative policies, the result of the struggle of the Black Movement, that the possibility of social ascension of black women arises. It is in this scenario that the present research is justified as important, with the objective of identifying the achievements and chases that affected the school life of students from basic education to entering university, to detect their collective references and their tactical allies in the attempt to access higher education and to discover the importance attributed by students to formal education and what the university represents in their lives. In order to achieve the intended purpose, 20 quotas students entering the period from 2019.1 to 2023.2 were contacted, in the three shifts of the Pedagogy course Campus A.C. Simões at the Federal University of Alagoas. We used two approaches to search and access the students, in the first, we looked for the name of the quota students on the list of those approved in SISU1, on the list of those approved by the hetero-identification board and on the list of those called for class composition, released by COPEVE2, and then we searched for them in their respective classes. The second approach took place online, where we publicized the survey via social networks along with the link to the survey questionnaire on Google docs. This work is a qualitative research of interpretations about the trajectory of the students, therefore, hermeneutics was chosen as the guiding method of the research. As a study instrument, a semi-structured questionnaire with 33 questions was chosen. To contribute to the argumentation, the following authors were selected: Beltrão and Alvez (2009); Chalhoub (2023); Oliveira (2019; Collins (2019) and Collins and Bilge (2021); Bernardino (2002); Ferreira (2019); Marcinik and Matos (2017); Feres Júnior et. al. (2018); Silvério (2007); Munanga (2007); Oliva (2020); Lima et. al. (2023). The works cited allowed the construction of a discussion about black women and their mobility in society, supporting the discussion of the surveys. In summary, the results obtained indicate that the students recognize formal education as something necessary for human development and preparation for work, and access to higher education is an opportunity for socioeconomic elevation. It is from this perspective that the students used as tactics the management of multiple functions performed by them, even if tiring, in favor of something bigger; empowering themselves and gradually occupying the university, perceiving it as their own; and making the objective of accessing higher education something collective, causing a community mobilization around it, where its main allies were the family, the school, the community and religion.