Abstract
Over the last decade various public federal and state universities in Brazil created different forms of affirmative action, called a “quota system”, which were directed towards groups and populations underrepresented in the public universities: black, brown and indigenous students. This article examines, as a case study, the Federal University of Bahia, in the period from 2004-2012, analyzing the variables of race, color/ethnicity, school background and income of those students who enrolled in the university during the initial period of the quota system. The purpose is to evaluate the impact of the new system in a traditional institution through the use of quantitative data.
Highlights
In 2004, the Federal University of Bahia (Universidade Federal da Bahia—UFBA) approved a quota system for applicants who had three years of high school and one year of elementary school in a public education network
Over the last decade various public federal and state universities in Brazil created different forms of affirmative action, called a “quota system”, which were directed towards groups and populations underrepresented in the public universities: black, brown and indigenous students
This article examines, as a case study, the Federal University of Bahia, in the period from 2004-2012, analyzing the variables of race, color/ethnicity, school background and income of those students who enrolled in the university during the initial period of the quota system
Summary
In 2004, the Federal University of Bahia (Universidade Federal da Bahia—UFBA) approved a quota system for applicants who had three years of high school and one year of elementary school in a public education network. If there was not a significant change in the percentage of enrolled students in either the public or private school systems, there was a rise in applicants declared black (negro) from public schools The increase in this group was already manifest since the year 2002 (52.5%), reaching 63.2% in the 2004 entrance exam. There maintained a regular presence among enrolled students of applicants who auto-declared as black, and a slight reduction among enrolled students who applied as brown, and an insignificant increase among those lumped together under the denomination of “other ethnicities”, including white and yellow students Is it possible to observe a proportional relationship between the color and ethnicity of students who took the entrance exam and their representativeness in the greater population? The “other ethnicities”, being the “white” and “yellow” students, compose the group most represented in the exam registrations; in the metropolitan region they are nearly 16% of the population, whereas among those registered for the exam they always represent over one-fifth (20%) of those taking the exam throughout the seven years observed
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