Caminhos da identidade: análise da identidade racial negra em universitários afro-brasileiros

Abstract

Racial identity is an essential part of an individual's constitution. It refers to the way a person recognizes and is recognized based on their belonging to racial or ethnic groups. The recognition and appreciation of this identity is crucial to promoting a more just and respectful world with diversity and social inclusion. Racial issues in Brazil are complex and have deep historical roots, such as slavery, colonial heritage, socioeconomic inequalities and violence, but are also marked by social movements and the fight for rights. In this scenario, this thesis aims to analyze the process of consolidation of black racial identity in Afro-Brazilian university students. To achieve this goal, we propose a research study consisting of three studies structured as follows: the first study focuses on the analysis of life story narratives of Afro-Brazilian university students; the second study aims to psychometrically validate the Multidimensional Black Identity Inventory (IMIN) for the Brazilian context (SELLERS et al., 1997); and the third study aims to analyze the importance of the university for the consolidation of black racial identity. All participants in the three studies were self-declared black university students from federal universities or federal institutes. The first study involved four university students who described their life stories, highlighting the consolidation of black racial identity throughout their lives. The reports allowed us to identify that racial awareness and self-affirmation are profoundly influenced by specific experiences, such as access to higher education, which provided opportunities for critical reflection on the black population in Brazil, and interaction with other members of the black community through social movements and ethnic- racial groups. These experiences not only promote racial pride, but also provide emotional and intellectual support in confronting structural and everyday racism. In the second study, we aimed to psychometrically validate the IMIN in the Brazilian context. The results made it possible to find good psychometric indicators for a reduced version of 21 items (IMINR), enabling more precise measurement of complex psychosocial phenomena such as black racial identity. In the third study, we aimed to analyze the role that the university plays in the consolidation of black racial identity. The results point to the influence of the social context and the contribution of ethnic/racial groups in the consolidation of black racial identity, and also reflect the role that public policies for the democratization of higher education play in the inclusion of social minorities in higher education and in the consolidation of black racial identity. In general, these studies demonstrate how inclusion policies in education represent significant advances in confronting social inequalities, social exclusion and racism in Brazil, enabling spaces for reflection in relation to ethnic/racial issues.