The graduate education through the lens of black quota students: trajectories and perspectives of newcomer students in the Master’s in Ethnic-Racial Relations at Cefet/RJs in the Master’s in Ethnic-Racial Relations at Cefet/RJ

Abstract

This article aims to understand elements of the trajectories and perspectives of Black quota students who have exercised their right to affirmative action in order to access graduate-level education (stricto sensu) at a Brazilian federal public institution. Methodologically, the research adopted a qualitative approach, gathering insights and experiences from 29 self-declared Black quota students who entered the Stricto Sensu Graduate Program in Ethnic-Racial Relations (PPRER) at the Federal Center for Technological Education Celso Suckow da Fonseca (Cefet/RJ), located in Rio de Janeiro, during the years 2023 and 2024. It is worth noting that the PPRER provided a particularly relevant context for this study, as the program has included racial quotas in its student selection processes since the establishment of its master’s degree in 2011. In summary, the findings indicate that Black quota students generally come from contexts of significant socioeconomic vulnerability and are often the first in their families to access stricto sensu graduate education. Moreover, they tend to balance academic activities with labor and caregiving responsibilities – both self-care and family care. Regarding their perspectives, the research reveals a clear commitment to bringing the outcomes of their academic work back to their communities, thereby fostering social transformation processes. Finally, it is important to emphasize that Black quota students express a strong desire for dialogue with Black intellectuals and aspire to continue occupying academic spaces, particularly in teaching positions, contributing to a more diverse and representative university environment.