Tesis
Relações e interações raciais entre universitários negros e brancos no curso de Pedagogia e Direito da UFMT : (re) construção de identidades na contemporaneidade
Fecha
2019-12-12Registro en:
BATISTA, Michelangelo Henrique. Relações e interações raciais entre universitários negros e brancos no curso de Pedagogia e Direito da UFMT: (re) construção de identidades na contemporaneidade. 2019. 231 f.
Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2019.
Autor
Castilho, Suely Dulce de
Silva, Acildo Leite da
http://lattes.cnpq.br/8319209685636448
http://lattes.cnpq.br/3319256499971932
Castilho, Suely Dulce de
551.500.631-34
http://lattes.cnpq.br/3319256499971932
Ferreira, Márcia dos Santos
108.355.108-67
http://lattes.cnpq.br/1823864094040331
551.500.631-34
451.936.061-72
Santos, Sérgio Pereira dos
031.716.277-30
http://lattes.cnpq.br/9044437804351118
Vieira, Paulo Alberto dos Santos
819.943.977-72
http://lattes.cnpq.br/1723860927289572
Bianchini, Angelo Rodrigo
245.467.258-84
http://lattes.cnpq.br/3543855549540163
Institución
Resumen
The research carried out, which resulted in the present doctoral thesis, is linked to the line of
research Social Movements, Politics and Popular Education, and to the Quilombola Education
Study and Research Group - PPGE / UFMT. The thesis was prepared to answer the following
problem: How did the identity reconfiguration process take place in the context of the
academic community as a quota student? An answer to this question was sought in the social
and racial relations and interactions of black and white university students, from the Pedagogy
and Law Courses at the Federal University of the State of Mato Grosso - UFMT. The
objective was to understand the construction and reconstruction of identities of black
university students in the context of relationships and interactions with white university
students in the Pedagogy and Law Courses at UFMT. The case study method was used, with a
qualitative approach, applying two research techniques for data collection, dividing the
empirical research into two stages. In the first stage, a questionnaire was used for all
university students in the Pedagogy and Law courses. In the second stage, a semi-structured
interview was applied to five university students from the Pedagogy Course and five from the
Law Course, all of whom were racial quota students, social quota students and non-quota
students. Still in a methodological perspective, the concepts of field, habitus and social
structure were used from Bourdieu (1989). Almeida (2018), the racial habitus conception in
Miranda (2017) and Monsma (2013) were used as central theoretical foundations and,
regarding the context of affirmative actions, we opted for the concept of oxygenation of
Santos (2016). The research showed that racial identities are built in social and racial
relationships and interactions, submerged in power relations, relationships that are not limited
to an explicit hierarchical constitution, in which there is the action of a single force, the
dominant one, but, rather, , the action also of a counter-hegemonic force, a force founded on
affirmative ideological political logic, the product of the struggles and conquests of black
movements, intellectuals, groups and research centers that promote an anti-racist struggle.
This counter-hegemonic force is in the ascendant and opposes the ideological political logic
of money laundering, which is shaped by the mythical racial democracy that unfolds in a
dominant racial habitus built since the genesis of the constitution of the Brazilian State. Thus,
the results corroborated for a credible thesis of identity construction based on multiple identity
notions, showing in which power relations they are submerged and how the subjects move
from one notion of identity to another, dynamizing themselves identitatively in the social and
racial context.