As vivências acadêmicas e de pertencimento de estudantes negros do curso de medicina da Universidade Federal de Minas Gerais

Abstract

The multiple configurations of racism in Brazil make it a structural issue expressed in subordinate power relations that emerge from everyday individual actions to political, economic, legal, and institutional organization. Thus, the implementation of the Lei de Cotas in 2012 is seen as an important step forward for racial equity in Higher Education, providing reservation of 50% of vacancies in public institutions for students from public schools, with percentages for black and indigenous students. However, studies indicate that highly selective courses, such as Medicine, continue to be difficult espaces for black students to access and remain in, even with affirmative action policies in place. This reality is intensified by structural and everyday racism, which affects students' mental health and academic performance. Therefore, this study aims to identify and understand the academic and belonging experiences of black students in the UFMG medical course, after the implementation of affirmative action policies. This is a cross-sectional qualitative study, using semi-structured interviews as the data collection method. Seven black medical students from UFMG who were admitted through affirmative action policies were interviewed. Data analysis was performed using Thematic Analysis, which resulted in six thematic categories. The results indicate that the decision to study medicine is often associated with family cultural capital and quality high school. Furthermore, all students point out that although affirmative action policies have facilitated admission, retention is challenging, with student retention policies being necessary to maintain undergraduate studies. They report experiences marked by racism, lack of representation, and financial difficulties. Support networks, including friends and family, are mentioned as essential to maintaining motivation and mental health. Racism is often perceived in a veiled way, manifesting itself through microaggressions and lack of recognition. Despite the advances provided by affirmative action, full inclusion requires complementary policies that guarantee academic and psychological support. The importance of measures that ensure the retention and appreciation of black students is highlighted, underlining the need for institutional strategies to combat discriminatory practices and promote effective diversity.