Acesso diferenciado de alunos brancos e negros em duas escolas públicas de um bairro periférico de Cuiabá - MT

Abstract

This research aimed at examining whether selective mechanisms of white and black students exist in two public schools located in the outskirts of Cuiabá. What mechanisms are these and what consequences are caused on the students were the main issues that this study investigated. The data collection counted on the following techniques: interviews, questionnaires, documentary analysis and field notebook. Methodological approaches of qualitative type were also used. The quantitative type approach was used for analyzing some aspects of the research. The theoretical basis for supporting the methodological procedure, counted on the thoughts of the authors Minayo (2007); Lüdke & André (1986); Deslandes (2003). Concerning the reputation of schools and discriminatory mechanisms, a dialogue with the authors, Hasenbalg (1987), Rosenberg (1987), Costa (2010), França (1991); Castro & Abramovay (2006); Nogueira (1998) was done. Relating to the relation between family and school, this study counted on Paixão (2006) and Chechia & Andrade (2005). Concerning race and racial classifications, this research was supported by Teixeira (2006); Petruccelli (2007), Muller (2006) and Guimarães (2003). This study demonstrated that exist mechanisms of discrimination in schools. It is suspected that the group of students with higher socioeconomic status and a large number of white students attending the " Less precarious school " is an evidence that this school makes use of some sort of selection of students, which may have happened at the period of enrolment. Although the two school units have great precariousness, the good reputation of "Less precarious school" seems to make a difference for the families choosing it to enroll their children. For being the most attended school, might also be the most excluding. It is probably that students with discrepancies between age and grade will not find vacancies in this school and keep on enrolling at the more precarious unit. The findings revealed evidences that in this school exists exclusion of students, especially those who are on the margins of society. Thus, it is concluded that, although schools located in poor neighborhoods on the periphery of the capital city, there are so slight discriminatory mechanisms of students. Socioeconomic status and especially the color of the skin are determining factors for accessing to a better or a worse school.