O ACESSO E PERMANÊNCIA DE PESSOAS PRETAS, PARDAS E INDÍGENAS NO ENSINO MÉDIO INTEGRADO DO CURSO TÉCNICO EM AGROPECUÁRIA DO INSTITUTO FEDERAL GOIANO – CAMPUS CERES

Abstract

This study is justified by its relevance in the Brazilian educational context, carefully addressing the access and persistence of black, brown, and indigenous students (BBI) in high school integrated with the technical course in agriculture. The study, carried out at the Instituto Federal Goiano - Campus Ceres, sheds light on crucial issues of inclusion and diversity, providing significant understandings about educational policies, the experiences of students who accessed professional and technological education through BBI quotas and the challenges faced. The dissertation begins with a comprehensive historical contextualization of professional and technological education in Brazil. This retrospective is fundamental to understanding current educational policies and how they have been shaped over the years, influenced by various political, social, and economic factors. The literature review highlights the transformative role of education in society and the importance of affirmative policies in promoting equality and inclusion of historically marginalized groups. The central objective of the research is to investigate the factors that affect the access and retention of black, brown, and indigenous students in the technical course in agriculture at the Instituto Federal Goiano - Campus Ceres. To achieve this objective, a qualitative methodology was adopted that involves semi-structured interviews with students, teachers, and educational assistants as well as the analysis of institutional documents and records. This approach allows a deeper and more humanized understanding of students' experiences, going beyond mere statistical data. The research results are revealing and contribute significantly to the debate on inclusive education in Brazil, being analyzed using a broad data approach. The dissertation demonstrates that, despite advances in educational policies, there are still considerable challenges to the effective inclusion of black, brown, and indigenous students. Issues such as prejudice, lack of representation and financial difficulties continue to be significant obstacles for these students. However, positive aspects of inclusion policies are also highlighted, such as the increase in the number of students from these groups in technical courses and the appreciation of their cultural identities within the school environment. The dissertation emphasizes the importance of more inclusive and equitable educational policies in Brazil, proposing ways to overcome the identified challenges. The study highlights the need for measures that combat prejudice, promote representation, and offer adequate financial support to black, brown and indigenous students. Furthermore, it highlights the importance of maintaining a school environment that celebrates cultural diversity and respects the identities of these students. It is hoped that this study will be an important read for educators, public policy makers and all those interested in truly inclusive and transformative education. Moreover, with the participation of students in the research, a documentary was produced that presents the challenges and experiences of quota students on the course and in academic life within IF Goiano – Campus Ceres.