Cotas Universitárias no Brasil: Análise de uma década de produção científica

Guarnieri, Fernanda; Melo-Silva, Lucy Leal

doi:10.1590/2175-3539201702121100

Cited by 43 publications

(36 citation statements)

References 21 publications

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“…Many other authors have addressed questions related to affirmative action policies in higher education institutions in Brazil. For instance, Guarnieri and Melo-Silva (2017) made a systematic review of publications that addressed quota policies in Brazil between 2003, and Queiroz et al (2015 described many studies that focused on these topics empirically. However, to the best of my knowledge, this is the first attempt to deal with these issues through policy-oriented analysis of counterfactual affirmative action policy simulations based on real Brazilian data.…”

Section: Introductionmentioning

confidence: 99%

Comparisons of Counterfactual Affirmative Action Policies at the Federal University of Minas Gerais

Golgher

2021

Rev. bras. Ci. Soc.

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Tertiary education attendance in Brazil varies remarkably among different population groups. In order to decrease inequalities and increase the proportion of minorities in public universities, many institutions of higher education in Brazil have implemented affirmative action policies since the 2000s. The main objective of this paper was to analyze different counterfactual affirmative action policies at the Federal University of Minas Gerais (UFMG) based on simulations, measuring the proportion of minorities and the level of academic performance at this institution under each scenario. The current quota policy of 50% for students from public secondary schools, divided between four main groups (non-poor/non-minority; poor/non-minority; non-poor/minority; poor/minority), was shown to be well-designed to promote higher proportions of minorities among the student body. However, if academic performance is also taken into account, the best options would be either a quota policy of 50% divided between poor and non-poor students or a bonus policy based on a linear function of course competitiveness with an average bonus of 6%.

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Section: Introductionmentioning

confidence: 99%

Comparisons of Counterfactual Affirmative Action Policies at the Federal University of Minas Gerais

Golgher

2021

Rev. bras. Ci. Soc.

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“…No mesmo ano, na rede federal de ensino superior, a Universidade Fe-deral do Mato Grosso do Sul (UFMS) reservou 120 vagas no curso de Licenciatura específica para indígenas. No ano seguinte, a Universidade de Brasília -UnB instituiu seu Programa de Reserva de Vagas (PRV) com de 20% para negros, 10 vagas para indígenas e sistema de bonificação de 20% na nota de candidatos de escolas públicas nos campi de Ceilândia, Gama e Planaltina (CARVALHO, 2016;GUARNIERI;MELO-SILVA, 2017;HERINGER;FERREIRA, 2009;SANTOS, 2012).…”

Section: Introductionunclassified

Acesso Às Instituições Federais De Ensino Superior Brasileiras Após a Lei De Cotas

Santana

Meireles

Carvalho

2019

Rev. FAEEBA - Educ. e Contemp.

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Buscou-se avaliar, no âmbito das Instituições Federais de Ensino Superior (IFES)brasileiras, como se deu a consecução das metas estabelecidas na Lei nº 12.711.Foram analisados microdados do Censo da Educação Superior no período de2013-2016. A partir de análises descritivas, foi possível observar marcantemudança no perfil dos ingressantes no período estudado. Em 2016, 38,2%das matrículas em vagas novas nas IFES eram de ingressantes pelo Programade Reserva de Vagas (PRV). As IFES localizadas no Nordeste do país foram asque promoveram maior acesso via cotas; as do Sudeste, menor. Os critérios deinclusão que viabilizaram maior número de ingressos via PRV foram escolapública, étnico/racial e renda, respectivamente. Foi observado ampliação doacesso em todos os turnos e áreas de conhecimento. Concluiu-se que o percentualde ingresso via PRV se aproximou da meta de 50% apregoada pela Lei, tendosido promovida maior diversidade no campus.

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“…44 It is worth drawing attention to the fact that different policies are needed in different moments and for different groups of people, and also that longitudinal studies are important to evaluate better the efficiency of policies about cultural and historical changes; however, despite the yet inconclusive studies, the improvement from the participation of the more disadvantaged groups in the higher education system is undeniable. (Guarnieri and Melo-Silva, 2017). For more information about the Brazilian Quota Law, refer to Daflon et al, 2013.…”

Section: Some Challenges and Concernsmentioning

confidence: 99%

Trajectory of Digital Documentation and Reflective Practice: Making Teaching Visible, Critical, and Shareable

CESAR¹

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Dewey and many others. Laughs, sweets, and much learning. And I especially thank the good souls who, without realizing, gave me the strength and motivation to keep going: Angela Gelio and her calmness ("... Paulinha, take deep breaths… always…" and she gave me a book about meditation...); Florence Duarte and her friendship and confidence ("... don't worry, whenever you are truly ready you will see that writing will happen… it takes some time for the ideas to settle down"); Aunt Luciana and her authentic curiosity in my work; my friend Paula Chimenti for her knowledgeable advice and her encouragement that I start the doctors' program; Professor Ralph and his convincing and meaningful words about the importance of our body in any cognitive process; Professor Menga Lüdke who challenged my certainties, and inspired me to "dig deeper"; and my youngest son Antonio who kept reminding me that life goes on, that we need to move forward and also that while we live, there are no definite closures ("Mom, when will it be over?"). Truly, thank you all.

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Cotas Universitárias no Brasil: Análise de uma década de produção científica

Cited by 43 publications

References 21 publications

Comparisons of Counterfactual Affirmative Action Policies at the Federal University of Minas Gerais

Comparisons of Counterfactual Affirmative Action Policies at the Federal University of Minas Gerais

Acesso Às Instituições Federais De Ensino Superior Brasileiras Após a Lei De Cotas

Trajectory of Digital Documentation and Reflective Practice: Making Teaching Visible, Critical, and Shareable

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