Gênero e raça nas licenciaturas em física no Rio Grande do Norte

Abstract

Analyze the profile of students enrolled in undergraduate Physics teaching courses in Rio Grande do Norte between 2013 and 2022, focusing on gender and race variables. Using data from the Higher Education Census, the analysis revealed significant disparities. The 2012 Quota Law had a positive impact on racial inclusion, increasing the presence of black and mixed-race students, although indigenous students remain underrepresented. Female representation also remains low, particularly in comparison to men, reflecting gender inequalities in natural science courses. Despite progress, academic success rates among the different groups analysed reveal persistent challenges: women and black and mixed-race students have lower completion rates compared to white men. The study highlights the need for more effective and inclusive public policies to promote equity in undergraduate Physics teaching courses. The research contributes to the academic debate on inclusion and retention in higher education, identifying both progress and gaps that still need to be addressed to ensure greater diversity and equal opportunities.