Políticas afirmativas na educação superior: um estudo acerca das cotas raciais

Abstract

Racial quotas perform functions which exceed their explicit dimension of inclusion, operating as symbolic and concrete mechanisms aimed not only at increasing Black representation in traditionally elitist and homogeneous spaces, but also at fostering a profound reflection on the foundations of structural racism. They may be considered as a small step within the struggle, yet they represent a significant and strong step toward freedom, social justice and dignity of Black individuals in the university context. This study aims to investigate the racial quota policy at the State University of Montes Claros (Unimontes), taking as its fundamental axis the articulation among access, retention and dropout in higher education over the past ten years. Specifically, this research seeks to examine, from a historical perspective, the impact of racism on non-White individuals’ educational trajectories, highlighting racial inequalities, limitations and barriers, as well as the struggles for the inclusion of Black individuals in education and the historical and political foundations of the Quota Law as a measure of historical reparation and social commitment; it also aims to analyze the statistical data regarding quota policies in higher education, based on data from INEP and the Office of the Secretary-General of the State University of Montes Claros, by contextualizing the presence of the Black population in Brazilian universities and comparing it to the inclusion of quota-admitted students at Unimontes; and understanding, through interviews, the institutional processes, registration criteria, and the crossings which affect the production, organization and the monitoring of data related to the quota policy at Unimontes, particularly regarding access, retention, and dropout of Black students. This research has a descriptive-analytical design, with a qualitative approach, combining bibliographic research and statistical analysis from legal documents. The findings indicate that discussions surrounding policies of educational accessibility, particularly within the scope of affirmative action, constitute a central element in the consolidation of an anti-racist education within the public university. In the specific case of Unimontes, the data analyzed demonstrate that the quota policy plays a significant role in expanding access to higher education for the Black population, while at the same time revealing the structural challenges related to its implementation, monitoring and recognition within the university context