Cadê os pretos daqui? Trajetória de escolarização dos/as estudantes negros/as e brancos/as egressos dos cursos técnicos integrados ao ensino médio do IFES Campus de Alegre
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Data
2025-09-23
Autores
Souza, José Ricardo Mariano de
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Universidade Federal do Espírito Santo
Resumo
Law No. 12,711/12 completed ten years in 2022; however, its implementation as an affirmative action policy, as an instrument to confront the racial inequality that exists in Brazilian education between Black and white students, still presents itself as an institutional challenge. The Federal Institute of Espírito Santo (Ifes) has adopted affirmative action policies for admission into its technical, undergraduate, and postgraduate programs. In this regard, we aim to analyze the schooling trajectories of Black and white students who graduated from the integrated technical high school programs at the Federal Institute of Espírito Santo, Alegre Campus, who entered through the quota system and completed the course between 2020 and 2023. To this end, we draw on the contributions of authors who discuss racial inequalities from the perspective of the relationship between race and class (Gonzales; Hasenbalg; Paixão; Theodoro); the constitution of racial relations in Brazil (Almeida; Bento; Domingues; Gomes; Guimarães; Jaccoud; Munanga; Paixão; Schucman; Silvério); the concepts of State and public policies (Behring; Höfling; Santos; Zegarra); affirmative action policies (Bento; Carvalho; Domingues; Feres; Freitas; Gomes; Guimarães; Heringer; Honorato; Jaccoud; Lima; Medeiros; Mello; Munanga; Saillant; Santos; Silva Júnior; Silvério; Vieira; Wedderburn; Zegarra); and, finally, secondary education in connection with vocational education (Araújo; Ciavatta; Cunha; Frigotto; Gomes; Lima; Ramos; Theodoro). For the development of the research, we adopted a qualitative approach, in the form of a case study. For data production, we selected documentary research, seeking to investigate institutional regulations on affirmative policies and the education of ethnic-racial relations at the Institution; and narrative interviews with Black and white graduates of the integrated technical high school programs who entered the institution through the quota system. We established thematic analysis, as proposed by Jovchelovitch and Bauer (2001), as the method for interpreting the information. The narratives revealed the existence of racism throughout their schooling trajectories from elementary to high school; the impact of precarious public school education, which affected the learning process of Black students; the family’s influence on school access and persistence; the violence and psychological distress experienced by young Black students as a result of racism; the influence of racism on self-esteem and identity; and the need for early entry into the labor market due to their socioeconomic conditions. The students emphasized that affirmative policies were fundamental for entering Ifes but showed weaknesses in ensuring persistence, requiring further improvements. They also stated that their education at Ifes contributed to their access to and persistence in higher education, thus improving their living conditions. The study highlights the need to consider actions that enable both the material and symbolic inclusion of Black students in schools, at Ifes, in universities, and in the labor market.
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Palavras-chave
Políticas afirmativas , Trajetória de escolarização , Relações Étnico-Raciais