Globalização e política de cotas para ingresso na educação superior: análise da normativa de direitos humanos e de documentos Internacionais

• Ano de defesa: 2016
• Autor(a) principal: Araújo, Rafaela Santos Venâncio de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Globalização; Educação Superior; Direitos Humanos; Ações Afirmativas/Cotas; Globalization; Higher Education; Human rights; Affirmative Actions; CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/8785

In this study, quota policy discourses are analyzed, such as affirmative action policies and / or equity, present in the recommendations of international organizations and supranational agencies, which have sought to exert greater influence in shaping public policies for global education (UN, UNESCO and World Bank). International organizations, such as the UN, through its International Declarations, Covenants, Conventions and Conferences, and UNESCO, through its Declarations and Conventions, have been more influential in the design of speeches on education as a human right, which, in order to be effectively exercised, presupposes the fight against discrimination in the field of education, as well as the necessary equality in the conditions of access and permanence of socially discriminated individuals and groups. The perspectives of authors who interpret the processes of globalization in their various nuances and their relationship with education are used as a theoretical and methodological contribution, in addition to those that discuss the theme of equity and affirmative action / quotas in the view of human rights. In the context of international influence, the global influences in the configuration of the discourse on equity and affirmative actions are outlined, focusing on the policy of quotas for entry into higher education. In this context, the human rights legislation and international and regional documents dealing with this matter are examined. Thus, this study is characterized as a qualitative, bibliographic and documentary research. The research points out that international recommendations are guided, in general, by the principles of nondiscrimination, material equality and education as a right of all, whose access to the higher level is based, above all, on individual merit. Despite the centrality of merit as a guiding principle of access, human rights law and international documents point to the need to adopt positive, progressive measures aimed at democratizing the access of vulnerable groups to higher education. A pattern that undoubtedly faces resistance and opposition.