Políticas de ação afirmativa e as construções identitárias exigidas, manipuladas e disputadas por seus beneficiários
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Data
2019-06-27
Autores
Souza, Alexsandro Eleotério Pereira de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A implementação de políticas de ação afirmativa no contexto do ensino superior público brasileiro, especificamente aquelas direcionadas a estudantes que se autodeclaram negros, tem suscitado desde seu surgimento, no início dos anos 2000, uma série de discussões que abrangem distintas esferas da vida nacional. A análise sobre as experiências suscitadas a partir da inclusão universitária, disponibilizadas pelos relatos dos estudantes beneficiados por essas políticas, nos permite o entendimento de que no âmbito das experiências e subjetividades, a implementação das ações afirmativas fez emergir uma nova categoria identitária: os cotistas. Intrinsecamente conectada a concepção de identidade racial, essa nova identidade institucional tem exigido dos estudantes beneficiados pelas políticas de ação afirmativa a busca por uma melhor compreensão daquela que deve ser compreendida e defendida como uma identidade étnico-racial negra, entendida como um recorte, uma variedade dentre as múltiplas e diversas estratégias identitárias desenvolvidas pelos afrodescendentes ao longo da história do Brasil. A tese aqui desenvolvida é de que esse processo que acaba, no plano pessoal, por suscitar a assunção, tensão, conflitos e conseguinte crises identitárias, tem engendrado, em particular no âmbito acadêmico, internamente aos grupos docentes e discentes, uma nova forma de sociabilidade e demanda pelo aprofundamento de experiências étnico-raciais, gerada a partir do posicionamento crítico e político dos estudantes cotistas.
Affirmative action policies have raised a series of discussions since its implementation in the Brazilian public higher education context, specifically to policies directed at students who have declared themselves to be black. The analysis of the experiences from the University admission, through interviews with students benefited by these policies, allows us to understand that within the framework of experiences and subjectivities, the implementation of affirmative actions has emerged a new category of identity: the quota beneficiaries. Intrinsically connected to the conception of racial identity, this new institutional identity has demanded from students who are benefited by affirmative action policies the pursuit for a better understanding of what must be comprehended and defended as a black ethnic-racial identity, understood as a possible profile among the multiple and diverse identity strategies developed by Afrodescendants throughout the history of Brazil. The thesis here developed is that this process ends, on a personal level, by raising assumption, tension, conflicts and consequently identity crises and has engendered, in particular in the academic field among teachers and students, a new form of sociability and demand for the attention to ethnic-racial experiences, generated from the critical and political positioning of quota students.
Affirmative action policies have raised a series of discussions since its implementation in the Brazilian public higher education context, specifically to policies directed at students who have declared themselves to be black. The analysis of the experiences from the University admission, through interviews with students benefited by these policies, allows us to understand that within the framework of experiences and subjectivities, the implementation of affirmative actions has emerged a new category of identity: the quota beneficiaries. Intrinsically connected to the conception of racial identity, this new institutional identity has demanded from students who are benefited by affirmative action policies the pursuit for a better understanding of what must be comprehended and defended as a black ethnic-racial identity, understood as a possible profile among the multiple and diverse identity strategies developed by Afrodescendants throughout the history of Brazil. The thesis here developed is that this process ends, on a personal level, by raising assumption, tension, conflicts and consequently identity crises and has engendered, in particular in the academic field among teachers and students, a new form of sociability and demand for the attention to ethnic-racial experiences, generated from the critical and political positioning of quota students.
Descrição
Palavras-chave
Identidade, Estudos sobre o negro, Sociabilidade, Políticas de ação afirmativa, Identity, Racial studies, Sociability, Affirmative action policies