EDUCAÇÃO SUPERIOR E A POLÍTICA AFIRMATIVAS NA UFMS: ingresso e permanência de negros/as cotistas na graduação de 2013 a 2020

Abstract

The present work is part of the Research Line "Education, Culture and Society" of the Federal University of Mato Grosso do Sul (UFMS) Postgraduate Program in Education. Linked to the project "Affirmative Policies and the access of black people to Higher Education in the federal universities of Mato Grosso do Sul from 2013 to 2022", as well as to the Study and Research Group on Education, Ethnic-Racial Relations and Teacher Training - Petronilha Beatriz Gonçalves e Silva (GEPRAFE/PGS). The object of study of this work is the racial quotas for the admission of the black population to Brazilian higher education institutions. The main objective is to analyze the UFMS Affirmative Policy in the scope of admission and permanence of black students in undergraduate courses, considering the period from 2013 to 2020, and based on Law No. 12,711/2012, which institutionalized quotas in public federal universities. The specific objectives therefore are: to contextualize the struggle of the Black Movement (BM) for the black population's access to higher education; compare the implementation of the UFMS Affirmative Policy; and analyze the admission and permanence of black students in undergraduate courses at UFMS. The questions that guided this investigation were: Did the UFMS Affirmative Policy guarantee the access and permanence of the black population in its undergraduate courses? In which areas of knowledge do black people have greater representation? To answer these questions and achieve the proposed objectives, we conducted bibliographic and documentary research, with an approximation of essential studies on education of ethnic-racial relations and race. It was hypothesized that the design of the UFMS institutional Affirmative Policy does not meet the necessary demands to overcome racial inequalities in the scope of student admission and permanence. Affirmative policies are a racial equality-promoting mechanism and, through Law No. 12,711/2012, have enabled access to higher education for black people. The UFMS data indicate that the institutional design of the undergraduate courses offer has contributed so that black quota students have more access to courses in the areas of applied social sciences and human sciences. Therefore, it is concluded that the university in question understands student permanence as permanence incentives in the form of isolated actions, more focused on financial aid for students, and lacking attention to the institutionalization of an institutional permanence policy.

Keywords: Racial Quotas. Affirmative Policies. College education. Admission and Permanence. UFMS