A trajetória de estudantes negros e negras ingressantes por cotas étnico-raciais dos cursos de Graduação em Educação Física da UFPel

Abstract

The present study is presented as a master's Dissertation to the Graduate Program in Physical Education at the Federal University of Pelotas (ESEF / UFPel), within the line of research Pedagogical Practice and Professional Training. It is dedicated to understanding the trajectory of undergraduate students in physical education, black men and women, entering ethnic-racial quotas, how they perceive the construction of their identities and how they experience racism in their lives. In which it aims to understand how these tudents are experiencing their processes of social identification and their trajectories in undergraduate Physical Education (PE). In addition, it seeks to learn how these identification processes may have been influenced by affirmative action public policies; The affirmative action policy that will be analyzed here is Law No. 12,711 / 12.contextualizing affirmative action policies, in particular, within the scope of the Higher School of Physical Education at the Federal University of Pelotas (ESEF / UFPel). Through the analysis of statistical data from reality, from the moment the University began to receive ethnic-racial quota students. Our study sought to relate the data presented by the main research platforms and demographic census in Brazil (IBGE, IPEA, FBSP, IFES) and also news and studies that problematize this reality data related to the conducting theme of our study, race relations. The methodology of our study is based on historical dialectical materialism, or, in other words, on Marxist dialectics. This method is based on instrumentalizing the knowledge of reality, in this case, the reality of black men and women. Physical Education (EF) has historically had in its practice strong political relations interests and all with a certain ideological bias; to cite what happened in its emergence, when it looked for ways of “whitening” in its pedagogical practices registered throughout its performance, in Brazilian education. With elitist practices in education, EF for many years carried the responsibility for concepts of eugenics and hygiene that were widely disseminated in the 1930s and 1940s in schools in Brazil. In this sense, EF ends up following the same antagonisms of education as a whole, since it follows the organization of power that aims to discipline the worker for the objectives of the work process and capital appreciation.