As políticas de Ações Afirmativas: um estudo sobre a reserva de vagas e o direito à educação em um Instituto Federal de Educação Profissional e Tecnológica.

• Ano de defesa: 2016
• Autor(a) principal: Valente, Priscila de Pinho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Pelotas; Faculdade de Educação; Programa de Pós-Graduação em Educação; UFPel; Brasil
• Palavras-chave em Português: Política educacional; Educação profissional; Ações afirmativas; Educational policy; Professional education; Affirmative actions; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://guaiaca.ufpel.edu.br/handle/prefix/7871

Considering the prominence place of Professional Education on the country's educational setting, especially in the last decade, this dissertation reports the results of an investigation, that located on search field of public policies for education, aimed to analyze the vacancy reserve policy in Professional Education, and its relationship with the guarantee of the right to access and permanence , through the study of the legal aspects of this public policy, the permanence strategies adopted by the Institution and the students expectations. These subjects are depth through a boarder discussion about the public education policies, affirmative actions, and the capitalist context in which they emerge, its crises and alternatives. In this perspective, this paper presents the educational reforms to Professional Education, which aimed to promote opportunities for personal training and, at the same time, stimulate individual initiative and meritocracy, according to the assumptions of contemporary capitalism. The analysis of the educational policies at this point is complex since it is sometimes contradictory, when on the one hand, advertises more democracy, more equality, but on the other hand, identifies itself clearly with the privatizations ideas, market and management dictated by international organizations and business group. So, to analyses the vacancy reserve policy, in the current frame of the educational reform, involves considering the advances and retreats of the policy. The research is focused on a qualitative perspective, with study approach case, with students admitted by the vacancy reserve and part of the staff of one federal institute of education. Through document analysis, interviews and questionnaires with the subjects, and based on the content analysis methodology, it seeks to elucidate the research problem by checking in which extent the strategies adopted by the institution to keep students meet the prospects for equal expansion and the right to basic education, and the expectations of students. The aim of this study is contribute to the discussion on the evaluation of educational policies for Professional Education. Among the main results achieved in the context of this research, it is emphasized the fact that students who enter through the vacancy reserve do not receive special attention from the other students that entered by universal access. Despite the staff recognize that the profile of these students presupposes the need for a differentiated monitoring to prevent evasions and retentions, the same does not occur, and theirs quota students situation is considered only for registration purposes. Thus, the inclusion of which proposes to vacancy reserve policy, in this studied campus, turns out to exclude these students who come to the institution with different profiles, since it offers equal opportunities, where everyone would be at the same starting point, but it does not offer support able to make these individuals put on an equal position with the other students.