Ciganos acampam em instituições de ensino superior: panorama das ações afirmativas para acesso dos povos ciganos ao ensino superior no Brasil através do itinerário autoetnográfico de um cigano estudante

Abstract

There is no longer a single, white face representing students who access higher education in Brazil. Visibly more black, indigenous and trans people have access to higher education, which today is more inclusive and diverse. However, even though Law No. 12,711/2012, which established quotas, had not foreseen that gypsy people would be a beneficiary segment, we can say that, among the repercussions of the process of democratization of access to higher education in the country that occurred in the first years of the 21st century, the presence of gypsies in higher education institutions is currently observed. Qualitative in nature, the research uses the Narrative Review as a method in the first session, to contribute to the understanding of what is the situation of gypsy people in Brazilian higher education? Its objective is to present an overview, mapping the Universities and Higher Education Institutions that currently promote affirmative policies aimed at Roma People. Based on interdisciplinarity, the concept of affirmative actions is used to weave critical narrative reflections, pointing to the need to expand this device. It points to the need for other actors/authors, preferably other gypsies, to be able to critically narrate the scope, gaps, and practical applicability of affirmative policies, a fundamental strategy for the process of gypsyization of universities and institutes of higher education in Brazil, presenting a mapping of HEIs and PPGs that promote them for the benefit of gypsies. We consider, in the second part of the work, that the history of the circus in Brazil would not be the same without the contribution of the Gypsy People. This is presented through the overlap between different elements: the canvases, the philosophies, the symbols, the ways of organization and life, the characteristics and traditions of these two worlds. Thus, the research also narrates the educational itinerancy of a gypsy student of the circus tradition from an autoethnographic point of view to answer another question: what are the dilemmas that a gypsy student faces in higher education? In the arena, the dilemmas of gypsy students in higher education are reflected; and the challenges that face them on this itinerary are understood, as specific objectives of the number. I lift the circus tents, I designate the gypsy people with a circus tradition as “gypsies”, to illuminate the history of the circus alluded to the Gypsy People. The voice here is that of a gypsy student from a circus family tradition, whose educational trajectory is the result of affirmative actions. I therefore assume the role of defender of this reparation policy, as well as the creation of new political and pedagogical strategies, which do not move away, but rather do not approach the educational environment as in a circus show. Raise the curtains and have a great show everyone!!