Políticas de ação afirmativa e acesso ao ensino superior : os impactos da introdução das leis de reserva de vagas na UERJ

• Autor(a) principal: Fernandes, Fátima Lobato
• Data de Publicação: 2006
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10656
• topic: Democratize Access to higher education; Racism; University; Democratização do acesso ao ensino superior; universidade; Ensino superior Brasil; Democratização da educação; Racismo; Universidades e faculdades; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The goal of this work was to analyze the institutional impact of the Laws of reservation of admission places at UERJ, since the implementation of the Law 3542/2000, which reserves 50% of the admission places for students coming from the system of public education and the Law 3.708/2001 which reserves 40% of the admission places for mixed race and black students, with a bigger emphasis for afro-Brazilians. In this way, to contribute to the debate about affirmative action for the inclusion of the black population to the Brazilian public university. In a way affirmative action policies come to problematize the concept of equity of rights, built on the revolutionary experiences of the USA, France, England and India among others. Those policies were conceived with the intention of not giving special privileges to any particular group, but to secure equal legal treatment to all. The areas of the university selected for this study are the Research Council and Extension and the Higher University Council, two of the most important offices for the management of the UERJ. These two offices define and debate the polices to be implemented by the university. To conduct the analysis this project has reviewed the minutes of both offices from 1990 to 2003. This project attempts to identify the particularities of this process around affirmative action in UERJ, reflecting to the extent that the paths taken could contribute to the construction of democratizing alternatives in the public higher education sector as well as a tool to combat racism