Abordagem dos marcadores sociais de classe-gênero-raça nas ementas dos cursos de graduação da UFBA

Abstract

Introduction: Access to higher education in Brazil has historically been marked by exclusion and structural inequalities, particularly with regard to the social markers of gender, race, and class. Despite inclusion policies such as racial and social quotas, the effective integration of these markers into academic and curricular practices still presents significant challenges. An analysis of course syllabi can reveal how these issues are being addressed in undergraduate programs, contributing to the construction of a more inclusive and equitable academic environment. General objective: To analyze how the social markers of gender, race, and class are integrated into the syllabi of mandatory courses in undergraduate programs at the Federal University of Bahia (UFBA). Method: This is a documentary study with a qualitative approach, based on the analysis of mandatory course syllabi from 81 undergraduate programs across UFBA’s five areas of knowledge. Data were collected through the Academic Administration System (SIAC) and analyzed using the IRAMUTEQ software, employing techniques such as Similarity Analysis and Descending Hierarchical Classification. Syllabi that mention, directly or indirectly, the social markers of gender, race, and class were included, with the aim of identifying exemplary practices and gaps in the intersectional approach to these themes, thereby supporting the development of more inclusive institutional policies. Results: The research findings are organized into four articles, which reveal the low presence of the social markers of gender, race, and class in the mandatory syllabi of the 81 undergraduate programs analyzed. Final considerations: The identified gaps indicate the urgent need for curricular reforms that more systematically and effectively integrate the social markers of gender, race, and class, as well as promote interdisciplinarity in higher education. The inclusion of these perspectives is essential for the training of critical, socially responsible professionals capable of acting equitably, in line with contemporary societal demands. It is expected that the results of this study will help raise awareness among administrators and faculty, fostering the revision of pedagogical practices and the development of more inclusive educational policies at the institutional level.