Social Quotas Research Articles

The politics of racial and social quotas in public universities in Brazil: a case study at the University of Brasília

Affirmative actions is not a recent policy, however, in Brazil, the discussion on the subject dates back to the 1990s, being expanded from 2001 onwards. It is known that the System of Racial and Social Quotas presents itself as a form of access to Brazilian public universities and represents an alternative to reduce existing differences in the social environment. The objective is to analyze the criteria for the System of Racial and Social Quotas at the University of Brasília, based on a case study of a report published by Veja magazine in 2007. The results are presented in two categories, in the first one entitled “The case of Alex and Alan”, the case of two identical twin brothers who signed up for the Unb Vestibular in the Quota System modality is described, however, Alan was considered afro-descendant and Alex, white; in the second category. It is considered that there were improvements in the System of Racial Quotas at the University of Brasilia when these criteria were revisited and modified and in the expansion of the affirmative action policy that currently includes the System of Social Quotas.

A incomunicabilidade das quotas sociais emitidas em decorrência de capitalização de reservas e lucros

In this article, we seek to analyze the communicability of private social quotas with a view to increasing the capital stock of the limited liability company, carried out by capitalization of reserves. The controversy that one wants to face, through bibliographical and jurisprudential techniques, involves, on the one hand, the thesis that social quotas would be the result of a private good, which would imply their incommunicability, in the regime of Partial Communion of Assets, according to the Brazilian Civil Code, and, on the other hand, the position of the STJ, whereby the quotas or shares received as a result of the capitalization of reserves and profits would be a product of the business society, increasing the capital stock by rearranging the company’s book values. Considering this context, it is intended to analyze the legal nature of the shares received in the event of the capitalization of reserves and profits, defending the incommunicability, since they do not constitute the fruits of the private good of the consort, not integrating, therefore, the list of communicable assets in case of dismissal from the family company.

Nursing students admitted through the affirmative action system display similar performance in professional and academic trajectories to those from the regular path in a public school in Brazil

Affirmative action providing higher education access for socially vulnerable students has been implemented in several countries. However, these policies remain controversial. This study compares the performance of students admitted through the regular path and social quota systems, during and after completion of nursing education, in a public nursing school in Brazil. This retrospective cohort study included all students admitted to nursing school at the School of Health Sciences (ESCS), Brazil, between 2009 and 2014, who were followed until May 2020. The first phase involved document analysis from the ESCS academic management system and Brazilian government agencies. In the second phase, a survey was conducted among the alumni. The social quota system criterion was public school attendance across all primary and secondary education levels. Of the 448 students included in the study, 178 (39.7%) were from the affirmative action and 270 (60.3%) from the regular path systems. Affirmative action students were older at the time of nursing school admission (p < 0.001) and took longer to be admitted to the nursing school (p < 0.001) after completing high school. There were no significant differences in the dropout rates and years to complete nursing school. In the second phase, 108 alumni answered the survey. No significant differences were found in their participation in the undergraduate scientific research program and university extension projects, attending residency programs, getting a master's degree and doctoral degree, monthly income, teaching activity, joining public service through a government job competition process, participation in management activities in the private and public health sector, and degree of job satisfaction. Our results revealed that affirmative action is a policy that contributes to the reduction of inequalities and guarantees the training of nursing professionals with a similar professional qualification received through affirmative action and regular path systems.

Comparison Between Students Admitted Through Regular Path and Affirmative Action Systems in a Brazilian Public Medical School.

PurposeAffirmative action policies to provide access to higher education for socially vulnerable students have been implemented in several countries and have faced many questions nowadays. The aim of the study was to compare the socioeconomic background and performance during and after completing the undergraduate course of students admitted through the regular path and social quota systems in a public medical school in Brazil.MethodsA retrospective cohort study including students admitted to a medical school within the School of Health Sciences (ESCS), in Brazil, between 2005 and 2012, and followed until May 2020. In the first phase, data collection was performed by analyzing documents from the ESCS academic management system and Brazilian government agencies. In the second phase, a survey with 12 questions was sent to the medical school alumni. The social quota system criteria were the public school attendance in all primary and secondary education levels.ResultsAmong 707 students, 204 (28.9%) were from the social quota and 503 (78.5%) from the regular path system. The place of residence of social quota students had a lower Human Development Index (p < 0.001) and per capita income (p < 0.001) when compared to regular path students. Regular path students were associated with the highest dropout from medical school (OR: 50.552, 95% CI: 12.438–205.453, p < 0.001). There was no difference between regular path and social quota students attending medical residency programs (OR: 1.780, 95% CI: 0.957–3.309, p = 0.069). Out of the 308 alumni who completed the survey, regular path students had more family members who were health professionals than social quota students (p < 0.001). There were no significant differences regarding monthly income, job satisfaction, employment, or management activities.ConclusionAffirmative action targeted students with a disadvantaged socioeconomic background. Regular path students had a higher dropout rate than social quota students.

BREVES APONTAMENTOS SOBRE A INSTITUCIONALIZAÇÃO DAS POLÍTICAS AFIRMATIVAS NA UNIVERSIDADE ESTADUAL DO PIAUÍ: EXPERIÊNCIAS COM AS BANCAS DE HETEROIDENTIFICAÇÃO

The article is about the institutionalization of affirmative policies at the State University Of Piaui (UESPI), that begining in 2008 with experiences in heteroidentification commissions that still have challenges for their improvement. These are the results of two surveys carried out by teachers, with students from the History and Social Sciences courses at UESPI as students. To this end, a bibliographical and official sources was carried out, based on documents obtained by UESPI, which deal with the access and permanence of black quota students from the last 12 years, such as public notices and academic records, among others. The result of the research points to an increasing number of students through the quota system for self-declared blacks since the beginning of the policy, until the year 2020 in all 12 campuses of the IES, but also for weaknesses on the part of the university regarding the records and monitoring, as well as the guarantee of the permanence of the quota holders, as recommended by State Law no 5.791 / 2008. (Law of reserve of social quotas for public higher education in the State of Piaui, Brazil). The analysis of part of the experiences of the racial heteroidentification process, its advances and institutional challenges, in order to understand the complexity that it involves as themes of racial quotas in higher education.

Reactions to Social Quotas: a study of Facebook comments in Brazilian Portuguese

This paper aims to discuss how Facebook users reacted to the news that the Federal University of Bahia (Brazil) introduced social quotas for socially vulnerable transsexuals, immigrants and refugees. It tries to understand how lexicogrammatical choices might represent the various social entities which are present in users’ comments. Data was automatically scraped from Facebook using Netvizz, and “R” scripts were written to process and analyse linguistic features. Results show that most of the comments are related to the interactions amongst users during the process of taking a stand in favour and against the system of quotas. There are also comments related to prejudice against northeast citizens and states. Grammatical patterns could be identified for each of those general themes present in the comments.

“Será que eu deveria estar neste curso?”: sobre estudantes de escolas públicas em cursos de alta seletividade social

O artigo objetiva compreender criticamente aspectos da trajetória familiar e escolar de estudantes de escolas públicas aprovados em cursos de alta seletividade social em universidade pública, tratando, principalmente, da ‘luta’ pela permanência na educação superior. O estudo, de natureza exploratória e descritiva, ao partir das ideias de Bourdieu, da noção de “fronteiras sociais” de Lamon e Molnár (2002), do estudo de caso (TRIVINÕS, 1987) e das entrevistas com estudantes de Medicina e Direito, concluiu: a permanência dos estudantes cotistas na educação superior é um continuum do que foi a luta pelo acesso; as necessidades cotidianas e acadêmicas dos estudantes vão forjando as suas virtudes morais; os estudantes enfrentam a “violência doce” (BOURDIEU, 2010), às vezes dissimulada ou não, nas fronteiras simbólicas e materiais de distinção social no campo acadêmico, que podem levá-los à autoexclusão. Um sistema público de educação superior não pode ser democrático se se configura em alguns estudantes ‘heróis’, oriundos de escolas públicas, que alcançam êxito na seleção para os cursos de alta seletividade social, quando mobilizados por não duvidar dos próprios sonhos. Entre os tópicos para estudos e pesquisas posteriores estão: as cotas sociais em relação ao processo de participação de estudantes de escolas militares e a convergência ou variações das necessidades e virtudes em estratos das classes médias e classes populares em cursos de alta seletividade social.

Reserva de vagas em universidades públicas estaduais: implicações para a docência universitária

This article is premised on equity of opportunity, because it aims to analyze the articulation between the reserve of vacancies of two public universities and university teaching for pedagogical practices that have the purpose of combating race, social and cultural inequality. To this end, it seeks to articulate the theoretical ideas Rodrigues and Garzón (2012), Mantoan (2013), Pimenta and Anastasiou (2005), Booth and Ainscow (2002), and Sawaia (2014) in the constitution of teachers’ knowledge for teaching with inclusion; as well as the emerging need for overcoming reproduction paradigms, both of the teaching practices and the processes of formation of these teachers. It raises questions such as: How do different conceptions of disability dialogue in the process of teacher in relation to the fight against race, social and cultural inequality? What evidence does the field of university teaching at two public universities say about experiences of vacancy reserves, which lead to the reduction of inequalities among students benefited by affirmative action policies? It has as method of analysis of content of sources that standardizes as quoted in the University, being searched: Vale do Acaraú State University UVA), Sobral, Ceará and State University of Rio de Janeiro (UERJ), Rio de Janeiro, RJ. Evidence that institutionalizes the policy of affirmative (social quotas) action at UVA and UERJ has expanded or access to university students from public schools, including courses of historically elitist profile.

The educational environment of a traditional public school of medicine in Brazil with the DREEM questionnaire.

This article was migrated. The article was marked as recommended. Introduction: The educational environment (EE) of medical education is the set of factors of a material and affective nature that permeates the tripod formed by the educational institution, by the teacher and by the student. A healthy environment results in quality learning and, consequently, a professional with a higher level of competence and satisfaction. Objectives: To analyze the educational environment of a medical school public university in Brazil in the view of its students and to investigate the presence of association between the sociodemographic variables of the students and their perceptions about the EE. Methods: A cross-sectional observational study with medical students from four different periods of the course, using the questionnaire DREEM and a sociodemographic questionnaire. Results: 210 students participated. Although DREEM's overall score shows that students have a more positive rather than negative view of EE in general, there was a large discrepancy in results among the groups surveyed, indicating that the more students progress in the medical course, the more negative your view on the educational environment. The perception about the general teaching environment and social relations was negative in the four groups. Female students, white, and those who lived outside Rio de Janeiro before attending in medical school perceived EE more negatively. The perception of EE by students who entered the system of racial or social quotas and those who did not join the quota system was similar. Conclusion: the analysis of the educational environment the students' dissatisfaction with the traditional Flexnerian models. Low-income, self-declared non-white and female students experience more problems and negative situations in the medical school. That teacher-centered teaching is an unfavorable factor in EE and discourages the progressive intellectual and professional autonomy advocated by the current National Curricular Guidelines of the Brazil.

Cotas para o acesso de egressos de escolas públicas na Educação Superior

Resumo Este artigo examina as condições de normatização da política de cotas na Universidade Federal do Rio Grande do Sul (UFRGS), visando a identificar os seus efeitos na ampliação do acesso para estudantes egressos de escolas públicas. No âmbito teórico-conceitual propõe uma noção de justiça social cuja amplitude incorpora a distribuição socioeconômica (classe) e o reconhecimento cultural (status). Analisa a construção da juridicidade da política de cotas como ampliação do direito à Educação Superior. Adota, como procedimento metodológico, a análise de conteúdo de fontes documentais que normatizam as cotas na Universidade. Infere que a institucionalização da política de ação afirmativa na UFRGS (cotas sociais) tem ampliado o acesso para egressos de escolas públicas, inclusive, aos seus cursos de graduação de perfil historicamente elitizado.

Social quotas, affirmative actions, and dropout in the Business field: empirical analysis in a Brazilian federal university

ABSTRACT Rawls' Justice Theory establishes that a fair society must allow less advantaged people to have access to the benefits of social cooperation. In this line of thought, the affirmative actions established by Law 12,711/2012 aim at promoting inclusive education in Higher Education. Evaluating the performance of affirmative actions, specifically their impact on the dropout level, has been a theme of debate in scientific literature. Besides representing a personal frustration, dropout is associated with significant academic, social, and economic losses. In this context, this research aims at analyzing whether the adoption of affirmative actions, as established by Law 12,711/2012, affects the dropout rates of students in Accounting Sciences and other courses in the Business field. The study was conducted through documentary research in a Brazilian public Higher Education institution (HEI). The results of binomial analysis showed that out of the 2,418 students who entered in the first semester of 2013, 520 (22%) dropped out from university until the end of the first semester of 2014. It was found that the dropout rate among entrants in the Business field, either through broad competition or using the system of quotas, was 29%. In the course of Accounting Sciences, the dropout rate among entrants admitted through broad competition was 25% and using the system of quotas it was 23%. Contrary to other investigations, this study found that there is no statistical difference between the dropout rates among entrants in the Business and Accounting Sciences fields through broad competition and quotas, suggesting that affirmative actions do not affect significantly the dropout rates.

Reforms needed for the operationalisation of inclusive education in ordinary schools in Zimbabwe

Special Needs Education has evolved from segregation to main streaming and then to inclusion of students with disabilities. This evolutionary process was fuelled by the social need for equality of humanity. This process has been met with fierce idealogical resistance from certain social quotas. The most radical and dynamic changes in Special Needs Education to date, which have withstood such resistance, are those that relate to inclusive education. In response to changes characterising inclusive education, drastic reforms have been experienced in those countries such as the USA and the United Kingdom. These countries have been used as models for the implementation of genuine inclusion of students with disabilities into ordinary schools. This treatise examines reforms of the ordinary school that would save as necessary conditions for successful inclusive education in developing countries such as Zimbabwe. Such reforms relate to the organization and philosophy of the school, the physical and social environment, resourcing, curriculum and policy change processes. Examples from Zimbabwe are used to guide the discussion and the terms ‘inclusive education’, ‘major reforms’ and ‘mainstream/ordinary school’ are immediately defined in order to operationalize the topic. Some of the main reasons for failure of inclusive education in developing countries such as Zimbabwe have been lack of political will and negative social attitudes towards people with disabilities. In the ultimate analysis, the paper concludes that, for inclusive education to operate or function, there is need for a revolutionary change of attitude toward people with disabilities at political, social and professional levels. This should be punctuated with restructuring of the school infrastructure and mainstream curriculum, mainstreaming of social and educational policies to become disability friendly and improved resourcing. Teachers should be re-capacitated to face the challenges that go with inclusive education and community ownership of inclusive initiatives, guided my national policy and support is proposed.

ANÁLISE DO DESEMPENHO EM REDAÇÕES DE VESTIBULANDOS COTISTAS E NÃO-COTISTAS

This work aims to reflect about the relation between the performance in the essay test in the university entrance examination and the quotas system implemented in 2009 at the Universidade Estadual do Oeste do Parana – Unioeste. The purpose of the analysis of these essays was to observe the existent differences in performing this test between students approved by the social quotas system and without it. The corpus of this research is constituted by 122 essays, being 40 from the approved students in Dentistry, 40 from the approved students in Civil Engineering and 42 from the approved students in Medicine. These three courses are, historically, the ones that present highest competition in the university entrance examination in the campus of Cascavel - Unioeste. The presentation and following analysis of the data related to both groups of students produced different thoughts about the presupposition in which the quotas system is justified: the one that students come from public schools would have more difficulties in getting a good performance in the essay test in the university entrance examination. KEYWORDS: university entrance examination, essay test, quotas system.

Ação afirmativa no ensino superior: entre a excelência e a justiça racial

O ensino superior brasileiro, nos debates atuais sobre sua reforma e expansão, tem diante de si o desfio de encontrar soluções que respondam à questão das desigualdades raciais no acesso às suas instituições e na permanência nelas. Algumas universidades públicas já adotaram ações nessa direção, ao estabelecerem cotas raciais ou sociais em seus processos seletivos. Contudo, essas experiências têm gerado significativas controvérsias. Neste artigo, com a intenção de explorar o debate sobre políticas de igualdade racial e o que motiva algumas de suas disputas, analisam-se dois de seus pontos mais polêmicos, a complexa relação de igualdade e a identificação racial que supõem, além de observar as maneiras com que foram implementadas em uma universidade norte-americana e as dificuldades enfrentadas nesse processo.