Discutindo trajetórias: etnicidade, classe e cotas na UEPB.

Abstract

At the State University of Paraíba (UEPB), in 2006, through Resolution UEPB/CONSEPE /06/2006, a policy of reservation of vacancies was defined for the Vestibular Competition of the Institution. Therefore, from the year 2007 on UEPB, from the aforementioned Resolution, fifty percent (50%) of the total number of places in each undergraduate course started to be destined to approved candidates in the Vestibular of the Institution that had fully completed the High School in public schools in the State of Paraíba. It is worth emphasizing that the implementation of this policy has taken place gradually, since the reserve of vacancies defined in Resolution 06/2006 of the UEPB Teaching, Research and Extension Council was implemented in the order of ten percent (10%) each year to From 2007 onwards, so that this policy has now been paid in full in terms of vacancies. Unlike UERJ, which allocated a specific percentage of vacancies to blacks, UEPB established only a percentage for those considered "needy". It should be pointed out that, according to numerous researches carried out in Brazil, blacks are mostly allocated to lower social classes (FERNANDES, 1978; HASENBALG, 1979; MOURA, 1988; AZEVEDO, 1996; PINTO, 1998; TEIXEIRA, 2003; D'ADESKY, 2001). It is proposed, therefore, a study on the issue of the inclusion of black students in Campus VI of the UEPB through the Institution's Social Quota Policy and its trajectories. What we are trying to understand is, in the last analysis, how these students see themselves as blacks and "quotaters", what are their paths to reach the UEPB and still understand their trajectories within this Institution. The fact is that, according to Teixeira (2003), no author questions the relationship between race or ethnicity and social inequalities. Studies and research on the situation of the black in Brazilian society have revealed that education has traditionally been one of the main instruments capable of promoting the social and economic rise of the Negro in the quest for greater equality with whites (FERNANDES, 1978; PINTO, 1998; TEIXEIRA, 2003). Thus, as Teixeira (2003) points out, today a third assignment to the school is given by the more politicized means of reinforcing the positive identity of the Negro as technically unique. In this way, this research, which is delineated in an analytical-descriptive and qualitative way, through bibliographical-documentary research, the application of questionnaires and interviews, aims to give visibility to those that do not appear in the statistical graphs, without, however, limiting To "individualize" some choices and trajectories, seeking in them their more sociological sense, that is, the social bases capable of allowing other individuals choices and similar trajectories; And still without giving up the broader and more comprehensive analyzes.