Cotas étnico-raciais no IFSUL Campus Bagé: sob o olhar do aluno cotista

• Ano de defesa: 2018
• Autor(a) principal: SILVA, Leticia Santos da
• Orientador(a): MEDEIROS, Mara Rosange Acosta de
• Banca de defesa: FONSECA, Laura Regina da Silva Câmara Maurício da , RIBEIRO, Cristine Jaques
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Catolica de Pelotas
• Programa de Pós-Graduação: Programa de Pos-Graduacao em Politica Social#; #-7895665898047196699#; #600
• Departamento: Centro de Ciencias Sociais e Tecnologicas#; #-8792015687048519997#; #600
• País: Brasil
• Palavras-chave em Português: reserva de vagas; cotas étnico-raciais; ações afirmativas.
• Palavras-chave em Inglês: reserve of vacancies; racial quotas; affirmative actions.
• Área do conhecimento CNPq: CIENCIAS SOCIAIS APLICADAS#; #-1988061944270133392#; #600
• Link de acesso: http://tede.ucpel.edu.br:8080/jspui/handle/jspui/717

This study investigates the perception of the self-declared black quotations students about the system of reserve of places, based on ethnic-racial criteria implanted in the Federal Institute of Education, Science and Technology Sul-rio-grandense (IFSul), campus Bagé. The objective of the research is to analyze the perception of students who entered the job reserve system in 2015 and 2016 and in 2017 were regularly enrolled and spontaneously accepted to participate in the research. Using the theoretical, legal, political and social subsidies that highlight the political-social meanings of affirmative action, a discussion about these actions is carried out as a compensatory public policy focused on ethnic racial minorities in the Brazilian context, elucidating policy actions affirmative approach to education, specifically the one that seeks to guarantee access to higher and technical education for low-income people, blacks and browns, through the quota system, guaranteed by Law No. 12.711 / 12. Many steps were taken towards this achievement, and it is extremely important to highlight the participation of the Black Movement, a movement of social origin that seeks to guarantee the rights of the black population, as well as the construction and visibility of their racial and cultural ethnic identity. This movement is present in the claims that cover public education for blacks, through quotas. The methodological procedures of the research are based on the assumptions of the qualitative research of the case study type, based on the critical dialectical method. The instrument for data collection used was the interview and, for the data analysis, the content analysis methodology was used. The results of the research indicate that this historically excluded group, in its majority, reproduces the discourse of the ruling class in which the entrance in the public institutions must be by the meritocracy, where the ethnic-racial quotas can represent a discriminatory and sometimes racist act.