As representações sociais de cotas para negros por egressos do curso de graduação em enfermagem de universidades públicas

Abstract

Thesis whose object is "The social representations of quotas for blacks by graduates of undergraduate nursing courses: knowledge and practices" and the following objectives: Analyzes the social representations of quotas for blacks by graduates of undergraduate nursing courses at public universities; Describes the influences of the social representations of quotas for blacks on the academic trajectory of black graduates; Discusses the repercussions that the use of quotas for blacks had on the professional trajectory of black graduates, in light of their social representations. This is a qualitative, descriptive and exploratory study in light of the Theory of Social Representations, carried out at two public universities in the city of Rio de Janeiro with 25 graduates from undergraduate nursing courses. Using an instrument that has been used to record the characteristics of the participants, a characteristic of the participants and a script with open-ended questions about the object of the study. The interviews were conducted using digital media (audio) after authorization of the study by the Ethics Committee (opinion no. 5.532.487), and subsequently thematic content analysis. The results showed that for the participants, the social representations of quotas for black people have the following elements: a policy of access to higher education, social reparation and visibility of the black population justified by structural racism and racial inequality in higher education, still present in Brazilian society. These representations elaborated by the graduates refer to knowledge and practices and/or positions when the group they belong to and their experiences inside and outside university, which are crossed by historical, political, social, economic, and cultural dimensions. In nursing obtaining a university degree by black quota students has had a positive impact on their professional lives, by entering the job market, social mobility and personal and professional satisfaction. In the view of the participants, persist problems related to structural racism in the workplace, where there is differentiated treatment and/or opportunities for black nurses in their professional careers, which contributes to dissatisfaction, demotivation and mental health problems among nursing professionals. The conclusion is that social representations of quotas for blacks elaborated by the graduates refer to knowledge and practices that converge towards relevant affirmative actions that influence the academic and professional trajectory of academic and professional trajectory of nurses. These representations make it possible to access the organization of nursing graduates' social thinking about quotas for blacks and have the potential to help understand the dynamics that exist in the social reality of black people and subsidize the debate on student assistance policies and their importance in policies and their importance in adopting anti-racist practices at university and in the workplace environment. This ratifies the relevance of the object of study and its contributions to the ongoing discussion about the importance of affirmative and/or inclusive policies in terms of entry, permanence, and completion of the undergraduate course by black quota students and the understanding of how discriminatory practices have an impact on the construction of professional identity and the impact on the construction of professional identity and the mental health of black nurses.