A prática pedagógica e a permanência de cotistas Afrodescendente no curso de odontologia

Abstract

Black men and women can access higher education through the Quota Law, which provides that Afro-descendent students from public schools, family income of up to one and a half minimum wages are included in the university. The pedagogical practice of the dentistry course requires, from the 4th period, the acquisition of the academic kit of extensive value, reason that generates the following problem: what measures does the institution take to guarantee an inclusive pedagogical practice for quota students, of the dentistry course? This work with the objective of analyzing which measures are adopted in relation to the pedagogical proposal for the permanence of quota students in the referred course. Qualitative research, with semi-structured interview with students from the 4th and 5th period of dentistry, the coordinator, the vice coordinator, the professors of the dentistry and clinical laboratories, in addition to the director of the Center for Afro-Brazilian and Indigenous Studies. Data analysis through content analysis. The present investigation showed that black quota students remain at university, it is necessary to invest in the institutional mechanisms of student assistance, in the personal strategies of permanence and in the establishment of inclusion methodologies covering segments with a history of exclusion.