2025-11-252025-11-252025-10-09RIBEIRO, Gizele da Costa. Políticas de ações afirmativas e permanência quilombola de estudantes do Campus Universitário de Bragança da Universidade Federal do Pará. Orientadora: Ana Paula Vieira e Souza; Coorientadora: Simone Bittencourt Braga. 2025. 39 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação, Campus Universitário de Bragança, Universidade Federal do Pará, Bragança-PA, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/8845. Acesso em: .https://bdm.ufpa.br/handle/prefix/8845This Undergraduate Thesis in Pedagogy results from research on affirmative action policies and the permanence of quilombola students at the Bragança Campus of the Federal University of Pará. The main objective was to analyze, based on the experiences of quilombola students, how these policies have contributed to their permanence in undergraduate courses, considering the challenges and possibilities faced throughout their academic trajectories, within the perspective of inclusive Pedagogy and racial equity. The research was conducted through a qualitative approach, grounded in bibliographic review and semi-structured interviews with quilombola students enrolled in the undergraduate programs of Pedagogy, Portuguese Language and Literature, Mathematics, and Natural Sciences. This study is relevant as it broadens discussions on inclusive pedagogy and affirmative action policies, highlighting the specificities of the Amazonian context and the reality of the Bragança campus, while also contributing to the democratization of Higher Education and the promotion of racial equity. The findings indicate that quilombola students perceive access to the Federal University of Pará as both a personal and collective achievement, yet they face multiple challenges such as economic barriers, geographic displacement, gaps in basic education, academic demands, family responsibilities, gender issues, and motherhood, which directly affect their adaptation to higher education and increase the risk of dropout. The study concludes that the effective democratization of higher education requires articulation between access policies, student assistance, and inclusive pedagogical strategies that take into account historical inequalities and the specific demands of quilombola students.Acesso AbertoPolíticas de ações afirmativasAuxílio permanênciaDiscentes quilombolasEnsino SuperiorUFPAAmazônia paraenseAffirmative action policiesPermanence aidQuilombola studentsHigher EducationAmazon region of ParáCNPQ::CIENCIAS HUMANASTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil