As ações afirmativas na Pós-graduação em Educação: acesso, permanência e produção do conhecimento nas universidades federais do nordeste

Abstract

The study seeks to provide reflections on affirmative action in postgraduate studies, having as a thesis problem: from the effectiveness of affirmative action policies in postgraduate education in Northeast Brazil, how is access, permanence and production of the knowledge of subjects entered by quota policies? As a general objective, it sets out to investigate the process of adopting quotas in graduate studies (stricto sensu) in federal universities in the Northeast from the universities' own resolutions. This investigation unfolds in the following specific objectives: to analyze the conditions of access and permanence of students enrolled by quotas in postgraduate education in education; recognize indicators of the production of knowledge (dissertations and theses) of students enrolled by quotas in postgraduate education at UFPB and identify the factors that contribute to the implementation of quota policies in postgraduate education in the Northeast. The theoretical categories of this thesis are: justice with equity and cultural capital, while the empirical categories are: expansion of access to higher education, affirmative action and permanence. For the methodological construction, qualitative research was chosen using Ball's policy cycle (2001) and for data analysis, the foundation in Yin (2016) was used with regard to systematization, description, re-elaboration and analyzes . With regard to the procedures used, there is a review of the literature from the theses between the years 2014 and 2020, the documentary analysis of the resolutions of the federal universities of the Northeast, as subjects of the research have the coordinators of the graduate in education and two members of the UFPB quota commission. For data collection, a semi-structured questionnaire and scripted interview were used. As a result, among the nine federal universities in the Northeast, four do not adopt affirmative action in postgraduate selection processes: UFMA, UFC, UFPE and UFRN. In the questionnaires, it was observed that all postgraduate education coordinators agree with affirmative action, as a mechanism of equitable justice, presenting the concept of affirmative action. In the interviews, it is noted the need to systematize UFPB data regarding quota students. In the students' production (dissertations and theses) of the PPGE-UFPB quota admissions, it is observed that the themes of the students' research permeate affirmative policy issues. Finally, contributions to discussions on the promotion and implementation of affirmative policies are highlighted, aiming at a fair, equitable and inclusive society. The empirical research was carried out in the political context of a setback in the field of minority rights, as well as in the context of a pandemic caused by Covid-19.