TRAJECTORIES AND SCHOOL EXPERIENCES OF BLACK QUOTA STUDENTS OF UNILAB: IDENTITIES, CURRICULUM AND PEDAGOGICAL PRACTICES

Abstract

The study objects of this work are situated between a broad and always urgent debate,
with emphasis on the Brazilian context, between class, race and/or ethnicity. The problematization
built is a clipping of questions from my master's research that focused on the school success of six
black quota students, from the lower classes and undergraduate courses of UNILAB, in Ceará,
through a dispositionalist methodology. Through (self) biographical trajectories and narratives, I sought
to reconstruct socialization scenarios of school longevity dispositions in order to understand how
possibilities of access to higher education were constituted in socioeconomic and culturally
unfavorable conditions. The ethnic-racial issue is central to the debate on Quota Policy and the black
identities presented by the universe. On this occasion, however, I take it the other way, in order to stress the limits of an interpretation centered only on the social layer, as to the objective conditions of
existence, considering the importance of ethnic-racial markers in school experiences, specifically, and
in capital development, arrangements and identities. In the longevity dispositions socialization
scenarios, I found family configurations rationalization of life around the school field, aligned with
extra-school activities that intensified the formations of coherent habitus; and involvement in programs,
projects and public policies.