Acesso e permanência de estudantes negras no IEAA

Abstract

The Course Conclusion Paper - TCC, entitled Access and permanence of black students at IEAA is linked to the Pedagogy course at the Institute of Education, Agriculture and Environment - IEAA / UFAM. This is an offshoot of the Scientific Initiation Research conducted between 2018 and 2019, whose objective was to investigate the way black women / students from the Federal University of Amazonas - UFAM / IEAA are narrated about their identities and differences, taking into account However, gender issues, however, aim to investigate the access and permanence of black students in the IEAAA. The methodological aspects are supported by qualitative research in education (LUDQUE and ANDRÉ, 2013), with a view to the narrative interview (SILVEIRA, 2007). We highlight Woodward (2013), Queiroz (2004) Dantas (2012) and Silva (2013), among other authors who supported the theoretical discussions. The results show that, despite affirmative public policies, black students from the IEAA resist using this right to higher education, as this is a channel of access to the university, viewed socially in a prejudiced manner. By opting for broad competition in IEAA vacancies, these students show some resistance and empowerment of black women, allowing them to place themselves on a level playing field in their access to public higher education, narrated by them, as a source of pride.