QUANDO A INCLUSÃO PODE SER UMA FORMA DE EXCLUSÃO: A PERMANÊNCIA DE ESTUDANTES NEGROS, INDÍGENAS E QUILOMBOLAS NUM CURSO DE PEDAGOGIA

This article presents the experience of the Indigenous and Quilombola Monitoring Program (PMIQ) in the Pedagogy Program at the Federal University of Santa Catarina (UFSC), developed between 2021 and 2024 to ensure the rights of access and retention in higher education. Our theoretical-methodological approach articulates the concepts of learning communities (hooks, 2013, 2021), education as the practice of freedom (Freire, 1967), student affiliation (Coulon, 2017), intersectionality (Collins, 2015), and peer tutoring (Cardoso-Ortiz, 2011), using cartography as a research strategy (Kastrup & Passos, 2016). The experience revealed persistent challenges, such as mental health issues, racial violence, insufficient institutional support and infrastructure, and inadequate scholarship funding—highlighting that conditions for student permanence remain deeply unequal. In contrast, the PMIQ represents a concrete possibility for transformation within the pedagogy course and underscores the urgency of its institutionalization as a rights-guaranteeing policy, extending also to students from other affirmative action backgrounds.