A narrativa quilombola no espaço acadêmico: identidade e permanência na universidade.

Abstract

As of Law 12.711 of 2012, public universities in Brazil began to adopt a quota policy for black, indigenous and public school students. Before the law was approved, more than a half of federal universities already adopted different types of affirmative action, reaching diverse groups. In 2004, UFBA, through an internal Resolution 01/04, established for the first time the admission of up to two students, in addition to the number of places established for undergraduate courses, as long as residents of remaining communities of quilombos or indigenous. Given the context of quilombola students entering higher education, this research intended, based on the narrative of a quilombola student, to develop a possible understanding of the relationship between permanence and identity in the academic space. The methodology of this work, of a qualitative nature, was guided by the phenomenological hermeneutic perspective and the data were produced through semi-structured interviews. It was observed how the perception of the quilombola identity changed as the interlocutor constructed his educational trajectory until the decision to attend higher education and after entering. The perception of the university as a distant place is consistent with the decolonial analysis of university institutions and their exclusionary structure. In university, there is a movement away from quilombola issues, their histories and ways of knowing and doing that, to a large extent, do not dialogue with academic know-how and the production of scientific knowledge. Finally, the narrative revealed the organization of quilombola students at UFBA based on a collective, CODEQUI, as a fundamental example of a practical-ideological order to think about strategies of symbolic permanence based on a collective identity.