Discurso, cognição e sociedade: a prática social de ingresso e de permanência no ensino superior público por meio de cotas sociais e raciais

Abstract

This doctoral thesis was aimed at investigating the social practice of entry and permanence of students from public schools (to a large extent of schools located at the outskirts) in universities, through social and racial quotas, and the discursive representation of this and these students. For this, the relation between discourse, cognition and society was considered. It is ethnographic research, in which I investigated, through the multifactorial method (two methods for collecting and data generation - corpus of reports and interview) this social practice, considering elements that are part of it, such as: speech , cognition, institutions, processes, among others. It should be explained that in a fully polarized scenario in a fully polarized scenario, the renewal of quota policy (affirmative action - AA) will be discussed, for entry into the university. Quotas are criticized by many social actors, mainly by those who deny the need to repair our historical past, a cruel period of colonization and enslavement. What they do not know (or do not want to know) is the importance of quotas in the life of students and the potential of this AA for “route adjustment.” Some social actors also unaware of the determinations of Law 12.711/12, including their own courts are not informed about their rights. Despite the right to entry at the university, through quotas, be based on law, students from public schools are represented and identified by social actors, which are against policy of quotas, such as those who have less income That students are not quoted, as students with serious difficulties of scientific production, such as “enemies” of other students who didn´t enter by quotas, among other representations and identifications. In addition, they are victims of discriminatory practices and racist practices. The student also needs to resist to remain at the university because it suffers from the financial issue, without assistance, feed etc. As a situation of resisting within university, due to institutional racism, due to its own structural racism, due to the fact that the student is coming out of periphery, of being in a situation of poverty, there is evidenced a polarization between WE x THEY. These ideological positions are embodied in the use of language and implicit power relations are usually obscure for different social actors. Thinking of unveiling this and considering the relation with the theme of this doctoral thesis, I undertook an analysis of five online reports and interviews with 32 (thirty-two) participants, among them, students who are studying by quotas, students who have completed the course by quotas and university professors, about this theme. As a research universe, I chose two public universities, one located in the Federal District and another located in Minas Gerais. And as theoretical-methodological contribution, I used the precepts of Critical Discourse Analysis or Critical Discourse Studies (CDA/CDS), a dialectical-relational approach (CHOULIAKAKI; FAIRCLOUGH, 1999; FAIRCLOUGH, 2003) and Sociocognitive approach (VAN DIJK, 2015, 2016, 2017a, 2017b, 2018, 2021). I held, with the support of the advisor professors of this thesis, an articulation of these two approaches, creating a framework proposal for analysis. The result of reporting analyzes and interviews pointed out that the courts are represented and identify themselves, most of the time, negatively. They represent the system of quotas as a necessary AA, as an opportunity and that needs to be maintained, despite obstacles and “pray” for changes in heteroing facilities. They also raised, in the corpus analyzed, some positive evaluations when it was the representation and identification of the quotes made by other social actors, such as university professors and producers of reporting. Anyway, the greater aim is that this study can contribute to a reflection and transformation/minimization (OTTONI, 2019) of the situation of injustice involving the system of social and racial quotas.