Quilombola women and presence in higher education

Abstract

The university, while potentially transformative, also imposes Eurocentric standards that marginalize quilombola perspectives. In this sense, this article aims to explore, through the reports, the categories of quilombola conquest and re-existence in the university context, interpreted in the light of Merleau-Pontyana phenomenology. Methodologically, the study was developed from the production and interpretation of reports of four quilombola students from the Federal University of Mato Grosso (UFMT). We found cases of academic success that enrich knowledge about their experiences and perceptions in the face of structural challenges. The implementation of the Quilombola Student Inclusion Program at UFMT illustrates a significant advance in terms of inclusion and representativeness. Quilombola women not only resist, but also affirm themselves as agents of change and cultural resistance, positively influencing their communities. Therefore, the study highlights the impact of affirmative action policies on the promotion of racial equality and the democratization of access and permanence in higher education.