Submitted by PPG Servi?o Social (servico-social-pg@pucrs.br) on 2018-04-13T20:19:24Z No. of bitstreams: 1 Tese - Carolina Ritter.pdf: 1778621 bytes, checksum: 52880f13dc972ad0cd872079f3bd915e (MD5) / Rejected by Tatiana Lopes (tatiana.lopes@pucrs.br), reason: Rejei??o a pedido do PPG. on 2018-04-13T20:28:46Z (GMT) / Submitted by PPG Servi?o Social (servico-social-pg@pucrs.br) on 2018-04-13T20:30:17Z No. of bitstreams: 1 Tese - Carolina Ritter.pdf: 1778621 bytes, checksum: 52880f13dc972ad0cd872079f3bd915e (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-04-27T18:53:32Z (GMT) No. of bitstreams: 1 Tese - Carolina Ritter.pdf: 1778621 bytes, checksum: 52880f13dc972ad0cd872079f3bd915e (MD5) / Made available in DSpace on 2018-04-27T18:56:29Z (GMT). No. of bitstreams: 1 Tese - Carolina Ritter.pdf: 1778621 bytes, checksum: 52880f13dc972ad0cd872079f3bd915e (MD5) Previous issue date: 2018-03-28 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / The current study is an analysis about the quotas policies at the Federal Universities since the Quotas Law promulgation, in 2012, and its relation with the Brazilian social development. It is a qualitative research driven by dialectical-critical method, which starts on with the assumption that the public University as a social institution can correlates with the social development, being its own access one of its dimensions. It is guided by the following question: What is the relation between the Federal Universities quotas policies and the Brazilian social development? To respond to, it is necessary to recover historical and theoretical aspects of the academic education and the evolution of the country encompassing periods, from Brazil when it was a Colony until Brazil in the XXI century; to explore, from inside of this thread, the Federal Academic Education Institutions? affirmative action policies growth, with the quotas policies as one of its modalities, as well as the principles and the debates that enfold its configuration and implantation; uses the documental research enveloping the 12.711 law from 2012, the projects that preceded the law, as from the documents produced by eight Federal Universities which encompass data about the vacancy booking system implementation. Among its main results, there are the following conclusions: The quotas policy reflects the pressure being exerted by the Brazilian black social movement and from the indigenous people, as well as, the response from the government to the present stage demands of the capitalist methods of production, being able to constitute itself as an instrument of social conflicts containment; it represents a process of a finite disruption, as far as it concerns to the racial matter, from a public University, historically focused to the access and education of the middle class and the upper class. Therefore, the quotas policy associates itself with the social development in the scope of the dependant Brazilian capitalist society inasmuch as provides progressive social changes to the Federal Universities access and incorporates, at the same time, the conception of human capital and the white racial ideology. This process outcame and the redirection of the social development model on which they enroll, builds up the dispute between contradictory societal terms projects and, consequently, the concrete conditions and the capacity of mobilization and resistance of the working class and from the social movements in their fight for their rights for the universalisation, gratuity and quality of the public education, and for the racism elimination and all forms of prejudice and discriminations. / A presente pesquisa trata-se de um estudo sobre a pol?tica de cotas nas universidades federais a partir da promulga??o da Lei de Cotas, em 2012, e sua rela??o com o desenvolvimento social do Brasil. ? uma pesquisa qualitativa orientada pelo m?todo dial?tico-cr?tico, que parte do pressuposto de que a universidade p?blica enquanto uma institui??o social pode se correlacionar com o desenvolvimento social, sendo o acesso a esta uma de suas dimens?es. ? norteada pela seguinte quest?o: Quais as rela??es entre a pol?tica de cotas nas universidades federais e o desenvolvimento social no Brasil? Para respond?-la, resgata aspectos te?ricos e hist?ricos da educa??o superior e do desenvolvimento do pa?s englobando os per?odos do Brasil Col?nia at? o s?culo XXI; explora, dentro deste encadeamento, o desenvolvimento de a??es afirmativas nas Institui??es Federais de Ensino Superior, sendo a pol?tica de cotas uma de suas modalidades, assim como os princ?pios e os debates que envolvem a sua configura??o e implanta??o; utiliza a pesquisa documental envolvendo a Lei 12.711 de 2012, os projetos que a antecederam, assim como documentos produzidos por oito universidades federais que englobam dados sobre a implementa??o da reserva de vagas. Entre os seus principais resultados, est?o as seguintes conclus?es: A pol?tica de cotas reflete tanto as press?es exercidas pelo movimento negro e coletivos ind?genas quanto a resposta do Estado ?s demandas do atual est?gio do modo de produ??o capitalista, podendo constituir-se enquanto um instrumento de conten??o dos conflitos sociais; representa um processo de tensionamento limitado sobretudo, no que tange ? quest?o racial, de uma universidade p?blica historicamente voltada ao ingresso e ? forma??o das classes m?dias e altas. Logo, a pol?tica de cotas se relaciona com o desenvolvimento social no ?mbito da sociedade capitalista dependente brasileira na medida em que proporciona mudan?as sociais progressivas no acesso ?s universidades federais e engloba concomitantemente a concep??o de capital humano e a ideologia racial do branco. Os desdobramentos deste processo e os (re)direcionamentos do modelo de desenvolvimento social no qual se inscrevem, envolvem a disputa entre projetos societ?rios antag?nicos e, por conseguinte, as condi??es concretas e a capacidade de mobiliza??o e resist?ncia da classe trabalhadora e dos movimentos sociais na luta pelo direito ? universaliza??o da educa??o p?blica, gratuita e de qualidade, e pela elimina??o do racismo e de todas as formas de preconceitos e discrimina??es.

Made available in DSpace on 2014-12-17T14:20:03Z (GMT). No. of bitstreams: 1 PedroB_DISSERT.pdf: 881204 bytes, checksum: d8e57ff69c157d25a1c3599ca6184105 (MD5) Previous issue date: 2011-02-11 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Este trabajo forma parte de una investigaci?n cualitativa emp?rica que se ha realizado con el Movimiento Negro en Brasil, sobre todo en Uberlandia (MG), en busca de Pol?ticas P?blicas para la Promoci?n de la Igualdad Racial y sus conflictos hist?ricos con la sociedad brasile?a entre los a?os 1980 , 1990 y 2009. En cuanto a los objetivos generales destacan la variaci?n en la forma de organizaci?n social y pol?tica de la comunidad Uberlandense negro, ya que es un ejemplo de los patrones de producci?n de la organizaci?n pol?tica y las correlaciones entre las m?ltiples formas de organizaci?n pol?tica de la poblaci?n por la pol?tica p?blica Promoci?n de la Igualdad Racial, aprobada por el legislativo y constitucional / O presente trabalho ? parte de uma pesquisa emp?rica qualitativa que vem sendo realizada com o Movimento Negro no Brasil, sobretudo em Uberl?ndia (MG), observando as Pol?ticas P?blicas de Promo??o da Igualdade Racial e seus conflitos hist?ricos com a sociedade brasileira entre os anos de 1980, 1990 at? 2009. No que tange aos objetivos primordiais destacaremos as varia??es existentes no modo de organiza??o social e pol?tica da comunidade negra uberlandense, uma vez que exemplifica os padr?es de produ??o da organiza??o pol?tica e as correla??es entre as in?meras formas de organiza??o pol?tica desta popula??o mediante as Pol?ticas P?blicas de Promo??o da Igualdade Racial, aprovadas pela as legislaturas constitucionais

Made available in DSpace on 2016-04-04T18:33:17Z (GMT). No. of bitstreams: 1 Katia Maria Eugenio.pdf: 1523177 bytes, checksum: f842b8ee6a8287e3d5de342e25a2dec4 (MD5) Previous issue date: 2014-02-25 / The dissertation is intended to understand the process of elaboration of the public policy of affirmative action in the Law No. 10639/09 and delimit the possible evolution of the actions of the Memory and Identity Program: Promoting Equality in Diversity (MIPID), at the beginning of the XXI century, while public policies of affirmative action for ethnic and racial themes. Law No. 10639/09 was built in brazil from the internal demands of black movements that established the fight for recognition against Brazilian institutionalized racism and external demands formed by the governments spheres. The law was stablished as a policy of affirmative action, in the context of racism and racial discrimination, modified the Law No. 10639/09 of Guidelines and Bases for national education , establishing the obligation of teaching Afro-Brazilian and African Culture history in basic education. Through secondary literature sources and found out that under this law, and demand the motion was created Campinas in Campinas / SP's Memory and Identity Promoting Equality in Diversity (MIPID) program, developed as a proposed implementation of policies public in the area of education in municipal schools in Campinas. The affirmative action of MIPID program and the surveys performed about the phases of the black movements in Brazil, raised some notes about the difficulty of implementation of anti-racist affirmative action policies in the municipalities of Campinas. / A disserta??o tem como objetivo compreender o processo de elabora??o da pol?tica p?blica de a??o afirmativa na forma da Lei n? 10639/03 e delimitar os poss?veis desdobramentos das a??es do programa Mem?ria e Identidade Promo??o da Igualdade na Diversidade (MIPID), no in?cio do s?culo XXI, na cidade de Campinas/SP, enquanto pol?tica p?blica de a??o afirmativa da tem?tica ?tnico-racial dos movimentos negros que estabelece a luta por reconhecimento contra o racismo institucionalizado brasileiro e pelas demandas externas formadas pelas esferas governamentais. A Lei foi constitu?da como pol?tica de a??o afirmativa, no ?mbito do racismo e discrimina??o racial, alterou a Lei 9394/96 de Diretrizes e Bases da Educa??o Nacional, estabelecendo a obrigatoriedade do ensino de Hist?ria e Cultura Afro-Brasileira e Africana na Educa??o B?sica. Por meio de fontes secund?rias e bibliogr?ficas constatou-se que com base nessa lei, e por demanda do movimento negro campineiro foi criado em Campinas/SP o programa Mem?ria e Identidade Promo??o da Igualdade na Diversidade (MIPID), desenvolvido como proposta de implanta??o de pol?ticas p?blicas na ?rea de Educa??o na rede municipal de ensino de Campinas. As a??es formativas do programa Mipid e os levantamentos realizados sobre as fases dos movimentos negros no Brasil, suscitaram alguns apontamentos quanto ? dificuldade de implementa??o da politica de a??o afirmativa antirracista no munic?pio de Campinas (SP).

Made available in DSpace on 2014-12-17T13:53:34Z (GMT). No. of bitstreams: 1 AlmongG_DISSERT.pdf: 1079406 bytes, checksum: d3637ab26b912bff2160d037675c1045 (MD5) Previous issue date: 2012-09-17 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / There are a great number of evidences showing that education is extremely important in many economic and social dimensions. In Brazil, education is a right guaranteed by the Federal Constitution; however, in the Brazilian legislation the right to the three stages of basic education: Kindergarten, Elementary and High School is better promoted and supported than the right to education at College level. According to educational census data (INEP, 2009), 78% of all enrolments in College education are in private schools, while the reverse is found in High School: 84% of all matriculations are in public schools, which shows a contradiction in the admission into the universities. The Brazilian scenario presents that public universities receive mostly students who performed better and were prepared in elementary and high school education in private schools, while private universities attend students who received their basic education in public schools, which are characterized as low quality. These facts have led researchers to raise the possible determinants of student performance on standardized tests, such as the Brazilian Vestibular exam, to guide the development of policies aimed at equal access to College education. Seeking inspiration in North American models of affirmative action policies, some Brazilian public universities have suggested rate policies to enable and facilitate the entry of "minorities" (blacks, pardos1, natives, people of low income and public school students) to free College education. At the Federal University of the state Rio Grande do Norte (UFRN), the first incentives for candidates from public schools emerged in 2006, being improved and widespread during the last 7 years. This study aimed to analyse and discuss the Argument of Inclution (AI) - the affirmative action policy that provides additional scoring for students from public schools. From an extensive database, the Ordinary Least Squares (OLS) technique was used as well as a Quantile Regression considering as control the variables of personal, socioeconomic and educational characteristics of the candidates from the Brazilian Vestibular exam 2010 of the Federal University of the state Rio Grande do Norte (UFRN). The results demonstrate the importance of this incentive system, besides the magnitude of other variables / H? uma s?rie de evid?ncias mostrando que a educa??o ? de extrema relev?ncia em v?rias dimens?es econ?micas e sociais. No Brasil, a educa??o ? um direito assegurado pela Constitui??o Federal; no entanto, o direito ?s tr?s etapas da educa??o b?sica: infantil, fundamental e m?dio est? melhor respaldado e amparado do que o direito ? educa??o em n?vel superior, na legisla??o brasileira. Segundo dados do censo da educa??o (INEP, 2009), 78% do total de matr?culas no Ensino Superior encontram-se na rede privada, enquanto no Ensino M?dio, verifica-se o inverso: 84% das matr?culas est?o na rede p?blica, o que mostra uma contradi??o no ingresso ?s universidades. O cen?rio brasileiro mostra que as universidades p?blicas recebem majoritariamente estudantes que tiveram melhor desempenho e foram preparados no ensino fundamental e m?dio em escolas particulares, enquanto as universidades privadas atendem aos estudantes que frequentaram o ensino b?sico em escolas p?blicas, caracterizadas como de baixa qualifica??o. Tais fatos t?m levado pesquisadores a levantar os poss?veis determinantes do desempenho de estudante em exames padronizados, como o vestibular, para orientar o desenvolvimento de pol?ticas que visam ? igualdade de acesso ao ensino superior. Buscando inspira??o nos modelos norte-americanos de pol?ticas de a??o afirmativa, algumas universidades p?blicas brasileiras t?m sugerido pol?ticas de cotas para viabilizar e facilitar o ingresso das minorias (negros, pardos, ?ndios, popula??o de baixa renda, alunos de escolas p?blicas) ao ensino superior gratuito. Na Universidade Federal do Rio Grande do Norte (UFRN), os primeiros incentivos aos candidatos oriundos de escolas p?blicas surgiram em 2006, sendo aprimorada e difundida nestes ?ltimos 7 anos. Esta pesquisa teve por objetivo analisar e discutir o Argumento de Inclus?o (AI) pol?tica de a??o afirmativa que fornece pontua??o adicional aos alunos provenientes de escolas p?blicas. A partir de uma ampla base de dados, foi usada a t?cnica dos M?nimos Quadrados Ordin?rios (MQO) e uma Regress?o Quant?lica considerando como controles as vari?veis das caracter?sticas pessoais, socioecon?micas e escolares dos candidatos ao Vestibular 2010 da Universidade Federal do Rio Grande do Norte (UFRN). Os resultados mostram a import?ncia deste sistema de incentivos, al?m da magnitude de outras vari?veis