Acesso de mulheres negras nos cursos de graduação presencial das Universidades Federais de Mato Grosso do Sul (2014-2018)

Abstract

The research analyzes the presence of black women in undergraduate courses in Mato Grosso do Sul, specifically at the Federal University of Mato Grosso do Sul (UFMS), Campo Grande campus and the Federal University of Grande Dourados (UFGD), Dourados campus. When discussing Higher Education in Brazil it is important to highlight that the process of democratization of access is recent and that women have become the majority in Universities in recent decades, however, even with this greater presence, the number of black women in higher education is small. Law No. 12,711 of August 29, 2012, proposes an affirmative policy that provides for the admission of black men and women to Brazilian higher education through the racial quota system, considering that higher education in Brazil has developed markedly exclusionary and unequal, especially with regard to expanding access of the black population and still represents a considerably smaller number than that of whites in institutions. The objectives were to answer the following questions: a) In which courses are black women more represented? b) In which courses are they less represented? Do the Universities investigated have programs for identity empowerment? Do the universities have programs that help students to remain in the universities? To answer these questions we chose to use quantitative and qualitative methods, with bibliographic and document research. The quantitative data were requested via a filed request from the Deans' Offices of the institutions; for the descriptive analysis of the data we chose to use the Microsoft Excel program. The quantitative data showed that black women are more represented in the courses considered to be female careers, however, since the quota law there is a presence in courses that were predominantly white males, such as Dentistry, Medicine and Engineering. Another significant fact was the access to law courses at both institutions, a course historically considered of social prestige and male predominance. The qualitative data pointed to the presence of programs that seek to strengthen identity and programs that assist permanence, but none of these aid programs were aimed at black women.