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Investigamos em escala individual a longevidade escolar de sete estudantes negros/as cotistas da Universidade da Integracao Internacional da Lusofonia Afro-brasileira, selecionados/as para as vagas de autodeclarados pretos, pardos ou indigenas de escolas publicas (Lei no 12.711/2012). Trabalhamos com dois destes casos pela perspectiva disposicional em trajetorias biograficas, enfatizando configuracoes familiares e escolarizacao. Recorremos aos debates sobre a relacao familia-escola como explicacao do sucesso/fracasso escolar, e os dados resultantes sao instigantes pela tensao entre as condicoes de possibilidade de classe e a dimensao etnico-racial. Utilizamos um questionario socioeconomico e cultural e, na etapa principal, entrevistas em profundidade. As configuracoes que possibilitaram a producao, potencializacao e/ou transferencia de disposicoes de longevidade foram: apoio familiar; reconhecimento da educacao como meio de mobilidade social; significados praticos e positivos com a escola; afetividades; atividades culturais, cientificas e esportivas intra/extraescolares; ensino medio profissionalizante de tempo integral; e organizacoes domesticas que orbitam a educacao e a escola. ABSTRACT We investigated on an individual scale the school longevity of seven black students of the University of Afro-Brazilian Lusophony, self-declared black students, brown or indigenous and from public schools (Law no. 12.711/2012). We worked with 2 of these cases through the dispositional perspective in biographical trajectories, emphasizing family and schooling configurations. We resort to debates about the family-school relationship as an explanation of school success / failure, and the resulting data is thought provoking by the tension between the conditions of class possibility and the ethnic-racial dimension. We used a socioeconomic and cultural questionnaire and, then, we worked with in-depth interviews. The configurations that allowed the production, empowerment and/or transfer of longevity dispositions were: family support; recognition of education as a way for social mobility; practical and positive meaning with school; affectivities; intra/extracurricular cultural, scientific and sportive activities; vocational and full-time high school; and domestic morals organized around education.

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TRAJETÓRIAS DE LONGEVIDADE ESCOLAR E DISPOSIÇÕES SOCIAIS DE ESTUDANTES NEGROS/AS COTISTAS DA UNILAB – CE&lt;br/&gt;&lt;br/&gt;SCHOOL LONGEVITY TRAJECTORIES AND SOCIAL DISPOSITIONS OF BLACK QUOTA STUDENTS OF UNILAB – CE