Oportunidades desiguais e trajetórias excepcionais: percurso escolar de jovens negras e negros moradores da zona rural na educação básica no Recôncavo da Bahia

Abstract

This thesis is both academic and the result of personal experience. The questions that I address below are part of psychosocial, cultural, historical yearnings and are present in society. I will deal with the access and permanence of black students in basic education and how this process has taken place. The questions that guide the research objectives are: under what circumstances have black students access and permanence in basic education? What are the access rates of these students in the case of higher education? By uncovering the configurations that engender the history of education for Blacks, it will be possible to understand other similar stories that do not appear in my narratives but that make up the general scenario of education in Brazil and, more specifically, that of education in the countryside. From a theoretical-methodological point of view, the study is based on the concept of trajectories (Bourdieu) as well as on ethnomethodology (Garfinkel) to understand the social environment and the actions of individuals in everyday life, trying to see how their practices, languages and norms can redefine that same social environment. From the main concepts present in the text such as rural education, race, racism, gender, intersectionality, ethnomethodology, trajectories and daily life, field and theory suggest a new dynamic, which includes, among other things, the need to situate daily life as a technology, in the midst of so many social mechanisms, for understanding the daily lives of these girls and boys.