Afiliação das estudantes negras ao curso de Medicina da UFRB

Abstract

This present work has as its theme, the affiliation of black girl student from Medicine course who are assisted by the Management Centre of the Dean of Affirmative Policies and Student Affairs, at the UFRB Health Sciences Centre. It is guided by the question: “what is the path of the black girl student in medicine course who is assisted by the NGP/CCS at UFRB like?” The general aim is to understand the affiliation process of the black girl student assisted by the NGP/CCS to the UFRB Medicine course. In addition, the specific goals are: a) to describe the students' life stories based on their own accounts, b) to describe their university trajectories and c) to identify the strategies developed by them in their adaptation to the chosen course. Coulon's affiliation theory and Nery's contributions have been used. The Chicago School tradition goes on. It considers the point of view of social actors for the production of useful knowledge. As a theoretical framework of methodological support, this work is anchored by symbolic interactionism and it makes use of the comprehensive interview by Kaufmann as a technique. The field is the Management Nucleus of the Dean of Affirmative Policies and Student Affairs, at the Health Sciences Centre. Four students who met the research inclusion criteria were interviewed, being the criteria as follows: a) to be a university girl student from the Medicine course, b) to be self-declared as black or mixed raced and c) to be guided by the NGP/CCS of UFRB. Results: the students are the first from their families to enter the Medicine course and their families support the continuity of their studies. In their affiliation processes, the girl students suffer socio-affective and pedagogical ruptures during the period of estrangement, however, an anticipation of ambiguity has been perceived. Although there is high competition in the Medicine course, the students managed to create a new social-affective support network and develop adaptive skills and strategies. There is an extension of time for affiliation, which is completed in the third year of the course, when they enter the second cycle. A demand for guidance regarding study methods in higher education has been identified. At some point in their university trajectories, the students showed concern for their health, which strengthens the importance of psychological support and the need for the university to invest in the Psychology Service. There is recognition of the contribution of the affirmative action policy for the university trajectories of the participants; however, it is not possible to frame UFRB as an illustrative case of an anti-racist university. Reports on situations of moral and sexual harassment and gender discrimination have also emerged from the field. Due to its results, this research can contribute to improving the implementation of the affirmative action policy, especially for the expansion and the strengthening of the Psychology Service. This study finds limits in issues regarding race, gender and inclusion of people with disabilities, as it did not include black boy students, non-black male nor female students, neither male cis students nor transgender students or students with disabilities.