A (r)existência negra na contemporaneidade e a presença de docentes negros em instituições comunitárias de ensino superior - ICES do Rio Grande do Sul
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Date
2025-05-14
Authors
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Pinheiro, Fernanda Storck
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Severo, Valdete Souto
Cardoso, Rosane Maria
Turatti, Luciana
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Abstract
O racismo é um problema que existe em todas as esferas sociais e seus diferentes modos de manifestação, a saber, racismo estrutural, institucional e individual, interferem na forma como a sociedade se organiza e se desenvolve. Esse contexto não é diferente no ensino superior brasileiro, onde a presença de sujeitos negros aumenta a partir da Lei 12.711/2012, a chamada Lei de Cotas, voltada para o ensino superior público federal. Diante da inexistência de legislação similar para as instituições de ensino superior privadas e considerando que, dentre estas, se encontram as Instituições de Ensino Superior Comunitárias – ICES, buscou responder ao seguinte problema de pesquisa: Quais as percepções dos professores negros nas instituições de ensino superior comunitárias do Rio Grande do Sul quanto à representatividade negra e o racismo neste ambiente? Para respondê-lo, o estudo investigou o contexto histórico das Instituições Comunitárias de Ensino Superior no Rio Grande do Sul, diante da demografia do Estado e dos reflexos do racismo estrutural nesta conjuntura. Um dos objetivos específicos se combinou com a justificativa da pesquisa, onde se buscou identificar o estado da arte das pesquisas realizadas sobre ações afirmativas nas ICES e representatividade no âmbito da pós-graduação brasileira, através da análise de dissertações e teses disponíveis no portal da CAPES para verificar se o tema estava sendo investigado. Essa etapa da pesquisa identificou a inexistência de estudos publicados sobre o tema apontando a relevância da investigação desenvolvida. Trata-se de metodologia qualitativa, que fez uso de índices demográficos, e analisou a percepção dos docentes participantes da pesquisa sobre racismo e representatividade negra no ambiente das ICES através da realização de entrevistas. O critério de inclusão dos entrevistados era estar atuando como docente de ensino superior em uma das 15 ICES do Rio Grande do Sul e autodeclarar-se negro. Participaram dessa etapa 13 docentes, vinculados a nove ICES gaúchas. O resultado das entrevistas passou por análise de história de vida e fundamentou-se na revisão bibliográfica realizada, observando-se os dados demográficos das regiões onde estão localizadas as ICES às quais se vinculavam os participantes da pesquisa. Os docentes foram tratados como sujeitos da pesquisa e não como objeto, uma vez que se utilizou a o método de história de vida, descrito por Souza (2021) corroborando com o pensamento de Nascimento (2021) que aponta a importância de pesquisas serem desenvolvidas por negros, sobre a existência do negro nos mais diversos espaços. Por analisar as interações humanas e inter-raciais no ambiente das ICES a pesquisa se relaciona com a linha da pesquisa do programa Espaço e Problemas Socioambientais. A pesquisa concluiu que existe uma representação de docentes negros em 9 das 15 ICES, no entanto, índices representativos não foram localizados, uma vez que as cidades em que as instituições estão localizadas contam com pelo menos 15% da população que se autodeclara preta ou parda. Ou seja, a cada 100 professores das ICES ao menos 15 precisariam ser docentes negros, para que houvesse representatividade. Diante disso, mesmo sendo localizado ao menos um docente em cada uma das instituições participantes, não existem índices representativos e sim de representação.
Racism is a problem that exists in all social spheres and its different forms of manifestation, namely structural, institutional and individual racism, interfere in the way society is organized and developed. This context is no different in Brazilian higher education, where the presence of black subjects has increased since Law 12.711/2012, the so-called Quota Law, aimed at federal public higher education. Given the lack of similar legislation for private higher education institutions and considering that, among these, there are Community Higher Education Institutions (ICES), the study sought to answer the following research problem: What are the perceptions of black professors in community higher education institutions in Rio Grande do Sul regarding black representation and racism in this environment? To answer this question, the study investigated the historical context of Community Higher Education Institutions in Rio Grande do Sul, in light of the state's demographics and the impact of structural racism in this context. One of the specific objectives was combined with the justification for the research, which sought to identify the state of the art of research conducted on affirmative action in ICES and representation in the context of Brazilian postgraduate studies, through the analysis of dissertations and theses available on the CAPES portal to verify whether the topic was being investigated. This stage of the research identified the lack of published studies on the topic, indicating the relevance of the research developed. This is a qualitative and quantitative methodology, which used demographic indices, and analyzed the perception of the professors participating in the research on racism and black representation in the ICES environment through interviews. The inclusion criteria for the interviewees were to be working as a higher education teacher in one of the 15 ICES in Rio Grande do Sul and to self-declare as black. Thirteen teachers, linked to nine ICES in Rio Grande do Sul, participated in this stage. The results of the interviews were analyzed based on a history of life and a bibliographic review, observing the demographic data of the regions where the ICES to which the research participants were linked are located. The teachers were treated as subjects of the research and not as objects, since the life history method described by Souza (2021) was used, corroborating the thinking of Nascimento (2021) who points out the importance of research being developed by black people, on the existence of black people in the most diverse spaces. By analyzing human and interracial interactions in the ICES environment, the research is related to the research line of the Space and Socio-Environmental Problems program. The research concluded that there is a representation of black teachers in 9 of the 15 ICES; however, representative rates were not found, since the cities where the institutions are located have at least 15% of the population who self-identify as black or brown. In other words, for every 100 teachers in the ICES, at least 15 would need to be black teachers, for there to be representation.
Racism is a problem that exists in all social spheres and its different forms of manifestation, namely structural, institutional and individual racism, interfere in the way society is organized and developed. This context is no different in Brazilian higher education, where the presence of black subjects has increased since Law 12.711/2012, the so-called Quota Law, aimed at federal public higher education. Given the lack of similar legislation for private higher education institutions and considering that, among these, there are Community Higher Education Institutions (ICES), the study sought to answer the following research problem: What are the perceptions of black professors in community higher education institutions in Rio Grande do Sul regarding black representation and racism in this environment? To answer this question, the study investigated the historical context of Community Higher Education Institutions in Rio Grande do Sul, in light of the state's demographics and the impact of structural racism in this context. One of the specific objectives was combined with the justification for the research, which sought to identify the state of the art of research conducted on affirmative action in ICES and representation in the context of Brazilian postgraduate studies, through the analysis of dissertations and theses available on the CAPES portal to verify whether the topic was being investigated. This stage of the research identified the lack of published studies on the topic, indicating the relevance of the research developed. This is a qualitative and quantitative methodology, which used demographic indices, and analyzed the perception of the professors participating in the research on racism and black representation in the ICES environment through interviews. The inclusion criteria for the interviewees were to be working as a higher education teacher in one of the 15 ICES in Rio Grande do Sul and to self-declare as black. Thirteen teachers, linked to nine ICES in Rio Grande do Sul, participated in this stage. The results of the interviews were analyzed based on a history of life and a bibliographic review, observing the demographic data of the regions where the ICES to which the research participants were linked are located. The teachers were treated as subjects of the research and not as objects, since the life history method described by Souza (2021) was used, corroborating the thinking of Nascimento (2021) who points out the importance of research being developed by black people, on the existence of black people in the most diverse spaces. By analyzing human and interracial interactions in the ICES environment, the research is related to the research line of the Space and Socio-Environmental Problems program. The research concluded that there is a representation of black teachers in 9 of the 15 ICES; however, representative rates were not found, since the cities where the institutions are located have at least 15% of the population who self-identify as black or brown. In other words, for every 100 teachers in the ICES, at least 15 would need to be black teachers, for there to be representation.
Description
Keywords
Instituições comunitárias de ensino superior; Docentes; Representatividade negra; Ações afirmativas; Community higher education institutions; Teachers; Black representation; Affirmative action
Citation
SILVA, Nadini da. A (r)existência negra na contemporaneidade e a presença de docentes negros em instituições comunitárias de ensino superior - ICES do Rio Grande do Sul. 2025. Dissertação (Mestrado) – Curso de Ambiente e Desenvolvimento, Universidade do Vale do Taquari - Univates, Lajeado, 22 abr. 2025. Disponível em: http://hdl.handle.net/10737/4892.