“TURNING THE GAME:” TRAJECTORIES AND NARRATIVES OF BLACK STUDENTS IN THE CAHL/UFRB GRADUATION

trajectories; black women; violence; permanence; gender; race.

The present dissertation aims to analyze the trajectories of black students from the Graduate Studies Center of Arts, Humanities and Letters of the Federal University of Recôncavo da Bahia, highlighting the experience of black students with violence in the university environment. Based on this work, we seek to understand how the trajectories of these students have been constructed, discussing aspects of the educational path and the specificities of violence experienced by them in the academic context. The construction of the study characterizes it as qualitative research, it is articulated from a bibliographic review, theoretical support based on the thinking of black intellectuals, analysis of cases of violence that occurred at the university published in the media and semi-structured interviews with black students from the Post-Graduate period. Graduation from CAHL/UFRB. In the initial chapter, we will highlight the presence of gender violence in higher education, based on an intersectional reflection, considering the different factors that cross the path of black women. Next, we will present a brief contextualization on the consolidation of postgraduate studies in Brazilian universities, as well as in the Federal University of Recôncavo da Bahia. Finally, we articulate the interviewees' reports from factors that stand out in their trajectory, presenting their educational path, life projects, difficulties, permanence strategies, experiences with violence, the importance of the network of affections in the lives of women and the experiences of students in the educational environment, especially in higher education. It can be noted that it is difficult for students to conceptualize and identify violence, despite recognizing that violent acts were part of their entire lives and that they directly impact their educational path. In addition, it is noted that university institutions do not have strategies for prevention, nor for dealing with situations of violence. In this way, we will present some important aspects to rethink the structure of the university environment, considering the similarities and differences in the experience of these students, to think about possible ways to reflect new possibilities for the experience of black people in graduate school.