Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1997. / Source: Masters Abstracts International, Volume: 45-06, page: 2954. Abstract precedes thesis as preliminary leaves [ii-iv]. Typescript. Includes bibliographical references (leaves 78-82).

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 181-189). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 181-189). Also available on the Internet.

Thesis (M.A.)--Carleton University, 2001. / Includes bibliographical references (p. 44-52). Also available in electronic format on the Internet.

Thesis (Ph. D.)--Texas Woman's University, 1992. / Vita. Includes bibliographical references (leaves 98-103).

Thesis (LLM)--University of Stellenbosch, 2005. / Bibliography. Also available via the Internet.

Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 217-223).

Thesis (Ph.D.)--Bowling Green State University, 2007. / Document formatted into pages; contains vii, 142 p. Includes bibliographical references.

The peaceful transition from apartheid to a democratised society is one of South Africa’s most impressive achievements. The attainment of these achievements has placed enormous pressure on the country to “shift to a higher gear”, i.e. increasing the number of players who contribute to the economic development of the country, thus building on its’ political success (Thomas, 1996). The ability to become competitive in the global economy will be determined by the capacity to increase the pool of suitably qualified people and the willingness to accept, value and empower the human talent of all South Africans.

Submitted by MÍRIAM MARIA COELHO null (miriamcoelhocv@hotmail.com) on 2017-01-27T17:44:14Z No. of bitstreams: 1 Miriam Maria Coelho.pdf: 1390811 bytes, checksum: 80f8d8b94cc03410f18069cb61b02ca1 (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-01-31T15:42:50Z (GMT) No. of bitstreams: 1 coelho_mm_me_fran.pdf: 1390811 bytes, checksum: 80f8d8b94cc03410f18069cb61b02ca1 (MD5) / Made available in DSpace on 2017-01-31T15:42:50Z (GMT). No. of bitstreams: 1 coelho_mm_me_fran.pdf: 1390811 bytes, checksum: 80f8d8b94cc03410f18069cb61b02ca1 (MD5) Previous issue date: 2016-09-30 / O estabelecimento da reserva de vagas nas Instituições Federais de Ensino como Política de Ações Afirmativas se apresenta como um mecanismo importante na luta da população negra pela igualdade racial no Brasil. O acesso de estudantes negros ao ensino superior e ao ensino técnico ofertado pelo Centro Federal de Educação Tecnológica (CEFET MG) Campus Araxá representa um importante passo para a afirmação de direitos e equidade social de um público historicamente excluído desse espaço. O objetivo da presente dissertação é analisar o acesso de estudantes que se autodeclararam pretos ou pardos e se inscreveram através da reserva de vagas, interpretar o perfil socioeconômico e cultural desses estudantes e analisar quais são as experiências, expectativas e percepções deles acerca das Políticas de Ações Afirmativas. Optamos por desenvolver um estudo quantitativo e qualitativo, através da pesquisa de campo. O estudo estrutura-se a partir de marcos importantes da história do negro no Brasil desde a colonização e sua importante participação para o crescimento social e econômico do país. Aborda uma sucinta reflexão sobre trabalho e educação e faz uma análise do processo de instituição das escolas técnicas no Brasil até o surgimento do CEFET MG e da implantação da Lei 12.711/12, através da qual foi feita a análise, objeto desse estudo. Os resultados da pesquisa nos mostraram que a reserva de vagas nem sempre representa um facilitador da entrada desse estudante na Instituição. Entretanto, a discussão sobre as cotas e a divulgação desse meio de acesso pode se constituir como um facilitador, à medida que anuncia uma possibilidade de ingresso a um espaço antes visto como algo inatingível. / The establishment of reserves for openings in Education Federal Institutions as Affirmative Action Policy is presented as an important mechanism in the struggle of the black population for racial equality in Brazil. The access of black students to higher education and technical education offered by the Federal Technological Education Centre - CEFET MG Araxá Campus represents an important step towards the affirmation of rights and social equity of a public historically excluded from this space. The purpose of this dissertation is to analyze the access of students who declared themselves black or brown and signed up through the waves of reservation, interpret the socioeconomic and cultural profile of the students and consider what experiences are expectations and their perceptions about the Action Policies affirmative. We chose to develop a quantitative and qualitative study through field research. The study is structured from important landmarks in the history of black people in Brazil since colonization and its important contribution to the social and economic growth. Discusses a brief reflection on work and education and analyzes the institution process of technical schools in Brazil until the emergence of CEFET MG and the implementation of Law 12,711 / 12, by which the analysis was done, the object of this study. The survey results showed us that waves of booking is not always a facilitating the entrance of that student in the institution. However, the discussion about quotas and dissemination of the means of access may be as a facilitator, as it announces a possibility of entering a space before seen as unattainable.