<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782018000100174</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782018230098</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O acesso à educação superior e o fortalecimento da identidade negra]]></article-title>
<article-title xml:lang="en"><![CDATA[ACCESS TO HIGHER EDUCATION AND STRENGTHENING OF THE BLACK IDENTITY]]></article-title>
<article-title xml:lang="es"><![CDATA[EL ACCESO A LA EDUCACIÓN SUPERIOR Y EL FORTALECIMIENTO DE LA IDENTIDAD NEGRA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques]]></surname>
<given-names><![CDATA[Eugenia Portela de Siqueira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Grande Dourados  ]]></institution>
<addr-line><![CDATA[Dourados MS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782018000100174&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782018000100174&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782018000100174&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo discute a afirmação da identidade negra dos estudantes ingressantes pelo sistema de cotas nos cursos de graduação da Universidade Federal da Grande Dourados. Metodologicamente se optou pela pesquisa bibliográfica, análise documental e entrevistas estruturadas. O estudo apontou que os estudantes negros podem ressignificar e fortalecer seu pertencimento identitário por meio da participação em grupos de pesquisas e do envolvimento em eventos e ações que promovem debates sobre as implicações de ser negro no Brasil. Os resultados apontaram que, além do acesso à educação superior, outros fatores influenciam a permanência desses estudantes, considerando que a sua diferença negra tensiona a cultura universitária.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article discusses the affirmation of the black identity of students entering the system of quotas in undergraduate courses at Universidade Federal da Grande Dourados. Methodologically, we opted for bibliographic research, documental analysis and structured interviews. The study pointed out that black students can re-signify and strengthen their identity, through participation in research groups and involvement in events and actions that promote debates about the implications of being black in Brazil. The results pointed out that, in addition to access to higher education, other factors influence the permanence of these students, considering that their black difference tensions the university culture.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo discute la afirmación de la identidad negra de los estudiantes ingresantes por el sistema de cuotas en los cursos de graduación de la Universidade Federal da Grande Dourados. Metodológicamente se optó por la investigación bibliográfica, análisis documental y entrevistas estructuradas. El estudio apuntó que los estudiantes negros pueden resignificar y fortalecer su pertenencia identitaria, por medio de la participación en grupos de investigación y del involucramiento en eventos y acciones que promueven debates sobre las implicaciones de ser negro en Brasil. Los resultados apuntaron que además del acceso a la educación superior, otros factores influyen en la permanencia de esos estudiantes, considerando que su diferencia negra genera tensiones a la cultura universitaria.]]></p></abstract>
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<kwd lng="pt"><![CDATA[pertencimento identitário]]></kwd>
<kwd lng="pt"><![CDATA[população negra]]></kwd>
<kwd lng="pt"><![CDATA[preconceito racial]]></kwd>
<kwd lng="en"><![CDATA[identity belonging]]></kwd>
<kwd lng="en"><![CDATA[black population]]></kwd>
<kwd lng="en"><![CDATA[racial preconception]]></kwd>
<kwd lng="es"><![CDATA[pertenencia identitária]]></kwd>
<kwd lng="es"><![CDATA[población negra]]></kwd>
<kwd lng="es"><![CDATA[prejuicio racial]]></kwd>
</kwd-group>
</article-meta>
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