The global approach that pleads for the equality of all human beings and respect for human rights reaches children as well. Universal human rights should be awarded to all people and for all institutions, and, therefore, schools and children are no exception. Children's rights form an integral part of human rights. This study sets out to explore a management model to assist teachers in implementing children's rights. The study argues that schools are expected to be places of support and respect for children's rights. Instead, extreme violations take place in some schools. This occurs in spite of the children's rights laws that are in place. Most of the human rights transgressions are committed by teachers. The study offers a new approach for teachers to respect and promote children's rights in schools. The new approach is in the form of a model. A literature study and empirical research were undertaken, including national and international factors influencing children's rights. A number of serious gross violations were also explored. Qualitative focus groups and in-depth interviews formed the basis of the empirical research. Finally, a content analysis was conducted to categorise and evaluate data. The findings revealed that teachers still use corporal punishment, even if it is totally outlawed. Other violations discovered included the following: verbal abuse, sexual relationships with girl learners, failure by teachers to attend classes and failure to treat all learners equally. Recommendations in this study emphasise the need to train student teachers regarding human rights education. An induction programme for newly appointed teachers is viewed as ideal. Workshops are also recommended for both the teachers and Teacher Liaison Officers (TLO’s). The study finally identified areas in which further research should be done. / Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2013

The global approach that pleads for the equality of all human beings and respect for human rights reaches children as well. Universal human rights should be awarded to all people and for all institutions, and, therefore, schools and children are no exception. Children's rights form an integral part of human rights. This study sets out to explore a management model to assist teachers in implementing children's rights. The study argues that schools are expected to be places of support and respect for children's rights. Instead, extreme violations take place in some schools. This occurs in spite of the children's rights laws that are in place. Most of the human rights transgressions are committed by teachers. The study offers a new approach for teachers to respect and promote children's rights in schools. The new approach is in the form of a model. A literature study and empirical research were undertaken, including national and international factors influencing children's rights. A number of serious gross violations were also explored. Qualitative focus groups and in-depth interviews formed the basis of the empirical research. Finally, a content analysis was conducted to categorise and evaluate data. The findings revealed that teachers still use corporal punishment, even if it is totally outlawed. Other violations discovered included the following: verbal abuse, sexual relationships with girl learners, failure by teachers to attend classes and failure to treat all learners equally. Recommendations in this study emphasise the need to train student teachers regarding human rights education. An induction programme for newly appointed teachers is viewed as ideal. Workshops are also recommended for both the teachers and Teacher Liaison Officers (TLO’s). The study finally identified areas in which further research should be done. / Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2013

A core function of the United Nations over the past six decades has been the promotion and protection of human rights. In pursuit of this goal, the UN General Assembly has adopted numerous human rights treaties covering a vast array of rights. Because it has the highest number of ratifications, the Convention on the Rights of the Child (CROC), is often lauded as the most successful of all the human rights treaties. Although the breadth and depth of human rights treaties is impressive, the amount of research into their effectiveness is not. Very little scholarship has been undertaken to evaluate the extent to which human rights treaties are being complied with by countries that have ratified them and whether ratification of a human rights treaty has a positive impact on the human rights situation within a State Party’s jurisdiction. The research that has been undertaken has been largely quantitative and limited to studies of compliance with civil and political rights. This thesis builds on this limited scholarship by qualitatively analysing the ‘compliance’ levels of two States, Australia and the United States, with the norm in Article 29(1) of CROC relating to human rights education (HRE). Although the United States has not ratified CROC, it was selected as one of the case studies for this research in order to enable comparison to be made between HRE in a State that has ratified CROC, and a State that has not, thereby shedding light on whether ratification of a human rights treaty makes a difference.

Submitted by MARCOS FERNANDES SABADINI (sabadini10marcos@hotmail.com) on 2018-09-10T18:43:35Z No. of bitstreams: 1 Dissertação de Mestrado.pdf: 1669469 bytes, checksum: 5823a2b39e6e5658243c71ccaf6ca52d (MD5) / Rejected by Elza Mitiko Sato null (elzasato@ibilce.unesp.br), reason: Solicitamos que realize correções na submissão seguindo as orientações abaixo: Problema 01) Solicito que corrija a descrição na natureza da pesquisa: Dissertação apresentada como parte dos requisitos para obtenção do título de Mestre em Ensino e Processos Formativos, junto ao Programa de Pós- Graduação em Ensino e Processos Formativos, do Instituto de Biociências, Letras e Ciências Exatas da Universidade Estadual Paulista “Júlio de Mesquita Filho”, Câmpus de São José do Rio Preto. Lembramos que o arquivo depositado no repositório deve ser igual ao impresso, o rigor com o padrão da Universidade se deve ao fato de que o seu trabalho passará a ser visível mundialmente. Agradecemos a compreensão. on 2018-09-10T19:20:38Z (GMT) / Submitted by MARCOS FERNANDES SABADINI (sabadini10marcos@hotmail.com) on 2018-09-10T20:56:43Z No. of bitstreams: 1 Dissertação de Mestrado.pdf: 1669651 bytes, checksum: f497ff9dab868d90fe30330ebaaee794 (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-09-11T14:44:54Z (GMT) No. of bitstreams: 1 sabadini_mf_me_sjrp.pdf: 1669651 bytes, checksum: f497ff9dab868d90fe30330ebaaee794 (MD5) / Made available in DSpace on 2018-09-11T14:44:54Z (GMT). No. of bitstreams: 1 sabadini_mf_me_sjrp.pdf: 1669651 bytes, checksum: f497ff9dab868d90fe30330ebaaee794 (MD5) Previous issue date: 2018-08-10 / A Educação em Direitos Humanos (EDH) é um processo sistemático que envolve a educação formal e não formal orientada para a criação de uma cultura universal dos direitos humanos, do respeito à dignidade humana e das liberdades, da apreensão de conhecimentos historicamente construídos, da promoção de valores, atitudes e comportamentos como a tolerância, a justiça, a igualdade, a solidariedade e a paz e de práticas voltadas ao desenvolvimento da democracia e à formação do sujeito de direitos. Educar em e para os Direitos Humanos é uma possibilidade de formar as novas gerações a partir de novas perspectivas de compreensão dos humanos. Nessa perspectiva, entende-se que o currículo é um meio de inserção dessa forma de educar. Assim, a pesquisa busca identificar a presença de conteúdos, valores e práticas convergentes com a Educação em Direitos Humanos no Currículo Oficial do Estado de São Paulo. Trata-se de uma pesquisa aplicada que visa gerar conhecimentos voltados à prática pedagógica escolar. Do ponto de vista da forma de abordagem do problema, refere-se a uma pesquisa qualitativa e as técnicas utilizadas em seu desenvolvimento são pesquisa bibliográfica e documental. Adota-se como referência bibliográfica a produção de autores que têm contribuído para a reflexão sobre os conteúdos de Educação em Direitos Humanos. Os documentos analisados são de âmbito nacional e estadual: Plano Nacional de Educação em Direitos Humanos, Programa Nacional de Direitos Humanos PNDH-3, Diretrizes Nacionais de Educação em Direitos Humanos e Currículo Oficial do estado de São Paulo. A pesquisa documental, utilizada para levantamento de critérios de análise, partiu das recomendações dos documentos nacionais orientadores da EDH, por meio dos quais se formulou uma matriz utilizada para analisar o currículo do estado de São Paulo. O tratamento dos dados foi feito por meio da análise de conteúdo. Como resultados, encontramos uma relação de conteúdos, valores e práticas convergentes em EDH no currículo estadual paulista concentrados na área de humanas, nas disciplinas de Filosofia, Sociologia, História e Geografia. No entanto, pode-se questionar se essa relação tem vínculo direto com EDH ou se coincide com o próprio caráter e conteúdo das disciplinas, uma vez que a alusão direta aos Direitos Humanos e à dignidade humana são escassas. Conclui-se que as investigações realizadas sobre o currículo estadual paulista são necessárias para uma melhor compreensão de sua organização e para a reflexão crítica sobre a incidência das indicações de políticas nacionais na proposta estadual para a Educação em Direitos Humanos / Human Rights Education (HRE) is a systematic process involving formal and nonformal education aimed at creating a universal culture of human rights, respect for human dignity and freedoms, apprehending historically constructed knowledge, promotion of values, attitudes and behaviors such as tolerance, justice, equality, solidarity and peace, and practices aimed at the developing of democracy and the formation of the subject of rights. Educating in and for Human Rights is a possibility to train the new generations within new perspectives of human understanding. Within this perspective, it is understood that the curriculum is a means of insertion of this way of educating. Thus, the research seeks to identify the presence of contents, values and practices convergent with Human Rights Education in the Official Curriculum of the State of São Paulo. It is an applied research that aims at generating knowledge focused on the pedagogical practice of the school. The approach to the problem is qualitative and the techniques used in its development are bibliographic and documentary research. It is adopted as a bibliographical reference the production of authors who have contributed to the reflection on the contents of Education in Human Rights. The documents analyzed are national and state: National Plan for Human Rights Education, National Program on Human Rights 3, National Guidelines for Human Rights Education and the official curriculum of the state of São Paulo. The documentary research, used to gather criteria for analysis, started from the recommendations of the national HRE guiding documents, through which a matrix was used to analyze the curriculum of the state of São Paulo. The data were processed through content analysis. As results, we find a relation of contents, values and practices convergent in HRE in the São Paulo state curriculum concentrated in the area of humanities, in the disciplines of Philosophy, Sociology, History and Geography. However, one may question whether this relationship is directly linked to HRE or if it coincides with the character and content of the disciplines, since the direct allusion to human rights and human dignity is scarce. It is concluded that the investigations carried out on the São Paulo state curriculum are necessary for a better understanding of its organization and for the critical reflection on the incidence of national policy indications in the state proposal for Human Rights Education.

This study explored five preschool teachers' perceptions about Education for Sustainable Development (ESD) in Early Childhood Education (ECE). Participating teachers provided a wide range of responses about ESD and its related subthemes. The findings of this study show that the participating teachers indicated a willingness to reflect on the principles of sustainable development, a commitment to developmentally appropriate practice, a value for participatory and problem-based curriculum, and appreciation for the benefits of community engagement. Teachers also expressed values of fairness and equality, and being open, honest, and matter-of-fact with children. Teachers were new to the ideas of interdependence, social justice, human rights, and economics education in ECE. The teachers expressed concerns about the inclusion of issues that they considered too complex for children, too personal, or potentially offensive. These findings can inform ideas for beginning professional development and further study for ESD in ECE.

Submitted by PPGE PPGE (pgedu@ufba.br) on 2014-01-27T17:30:29Z No. of bitstreams: 1 TESE_FINA DENISE ABIGAIL.pdf: 1646737 bytes, checksum: 45254b296075f16afad1659a51bd6f4b (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-02-11T14:08:55Z (GMT) No. of bitstreams: 1 TESE_FINA DENISE ABIGAIL.pdf: 1646737 bytes, checksum: 45254b296075f16afad1659a51bd6f4b (MD5) / Made available in DSpace on 2014-02-11T14:08:55Z (GMT). No. of bitstreams: 1 TESE_FINA DENISE ABIGAIL.pdf: 1646737 bytes, checksum: 45254b296075f16afad1659a51bd6f4b (MD5) / A presente tese investiga a representação social dos professores da rede pública de ensino do Município de Simões Filho, egressos do Curso de Pedagogia da Rede Uneb/2000, em relação à educação em direitos humanos, tendo em vista a sistematização de propostas para o aperfeiçoamento da Política Nacional de Educação em Direitos Humanos. A pesquisa justifica-se pela relevância social do tema no tocante à construção de uma cultura de respeito, defesa e promoção dos Direitos Humanos. Do ponto de vista metodológico, nosso trabalho de investigação científica foi caracterizado como uma pesquisa qualitativa, com a utilização de dados quantitativos, tomando por base a possibilidade de combinação de instrumentos de coleta de dados e de triangulação dos resultados. A tese apresenta uma abordagem histórica, política e social dos Direitos Humanos - os Direitos Humanos na contemporaneidade e a formação do Sistema Internacional de DHs, além da responsabilidade social do Estado com a efetivação desses direitos e o fortalecimento da cidadania. Concernente à Educação em Direitos Humanos, apresentamos a perspectiva da EDH como estratégia para a concretização de uma cultura de respeito e promoção dos Direitos Humanos, o Sistema Nacional de Educação em Direitos Humanos, os Programas e Planos Nacionais de EDH e a representação social dos professores em relação à EDH. Nesse prisma, destacamos que a Educação em Direitos Humanos emerge como uma necessidade capaz de reposicionar os compromissos nacionais com a formação de sujeitos de direitos e de responsabilidades, podendo influenciar na construção e na consolidação da democracia como um processo para o alicerçamento de comunidades e grupos, tradicionalmente, excluídos dos seus direitos. Para a sua consolidação, é necessária a cooperação de uma ampla variedade de sujeitos e instituições que atuem na proposição de ações que a sustentem; nesse sentido, todos os atores do ambiente educacional devem fazer parte do processo de implementação da Educação em Direitos Humanos. Por fim, concluímos que a Educação em Direitos Humanos, como instrumento para efetivação dos Direitos Humanos, constitui-se na principal plataforma política emancipatória para a sociedade, em especial, para os grupos excluídos, na medida em que são princípios éticos, valores humanos e sociais que orientam a vida em sociedade, como também são normas jurídicas, leis, projetos, programas e políticas públicas, que dão aos Direitos Humanos um sentido prático e concreto, permitindo exigir do Estado direitos relacionados à dignidade humana. / ABSTRACT This thesis investigates the social representation of teach ers from public school in the city of Simões Filho, egressed from Pedagogy Network Uneb/2000 in relation to human rights education, in order to systematize proposals for the improvement of National Policy on Human Rights Education. The research is justifie d by the social relevance of the topic in relation to building a culture of respect, protection and promotion of Human Rights. From the methodology point of view, our scientific research work has been characterized as qualitative research with quantitative data, using the possibillity of combination of instruments for data collection and triangulation of results. The thesis presents a historical approach, political and social Human Rights - The Human Rights in contemporaneity and the creation of the Interna tional System of DHs, besides social responsibility of the state to implement these rights and strengthening citizenship. Concerning Human Rights Education, we present the prospect of HRE as a strategy for achieving a culture of respect and promotion of hu man rights, the National Human Rights Education System, Programs and National Plans of HRE, and the social representation of teachers in relation to HRE. In this light, highlight that the Human Rights Education emerges as necessity to reposition the nation al commitments to development individuals of rights and responsibilities, wich may influence the construction and consolidation of democracy as a process for build communities and groups traditionally excluded from their rights. For its consolidation, coop eration is needed for a wide variety of subjects and institutions that operates in proposing actions that sustain, in that sense, all the actors of the educational environment should be part of the implementation process of the Human Rights Education. Fina lly, we conclude that the Human Rights Education as a vehicle for realization of Human Rights, constitutes the main platform emancipatory politics for society, especially for excluded groups, as they are ethical, human and social values that govern life in society, they are also legal rules, laws, projects, programs and public policies that give to Human Rights practical sense and concrete, allowing to require to the state the rights related to human dignity.

abstract: Arguing for the importance of decolonial pedagogy in human rights education, this research is located at the intersection of human rights education, pedagogy, and justice studies, and is situated in the context of a contested neoliberal university in order to learn about and understand some of the challenges in implementing pedagogical change inspired by decolonial theory. This research focuses on pedagogical approaches of human rights professors to understand how and to what extent they are aligned with and informed by, incorporate, or utilize decolonial theory. This is accomplished through a content analysis of their syllabi, including readings and pedagogical statements, and semi-structured interviews about their praxis to draw attention to the what and how of their pedagogical practices and the ways in which it aligns with a decolonial pedagogical approach. This research calls attention to the specific manner in which they include decolonial pedagogical methods in their human rights courses. The findings determined that a decolonial pedagogical approach is only just emerging, and there is a need to address the barriers that impede their further implementation. In addition, there is a need for research that will further investigate the pedagogical approaches professors are employing, particularly those in alignment with decolonial criteria; the impact of decolonial and non-decolonial approaches on students’ epistemologies, and how to overcome barriers to advance implementation of a decolonizing pedagogical approach. / Dissertation/Thesis / Doctoral Dissertation Justice Studies 2018

Orientador: Tânia Suely Antonelli Marcelino Brabo / Banca: Eduardo Solon Annes Viola / Banca: Neusa Maria Dal Ri / Resumo: Nesta dissertação, apresentam-se resultados de pesquisa de Mestrado em Educação que teve por objetivo identificar e verificar as concepções e práticas de educação em direitos humanos de diretoras, coordenadoras, professoras e funcionárias que atuam em duas escolas públicas estaduais das séries iniciais do Ensino Fundamental, que atendem alunos e alunas de nível socioeconômico diferente. Para tanto, foram realizadas pesquisa bibliográfica e documental e coleta de dados empíricos por meio de entrevistas semiestruturas e observações do cotidiano escolar. A pesquisa é continuidade da iniciação científica cujo objetivo delimitou-se em conhecer a concepção, se e como a educação em direitos humanos era trabalhada na escola e foi desenvolvida numa escola pública estadual que atende alunos e alunas de baixa renda. Partes dos dados coletados são retomados e aprofundados buscando estabelecer semelhanças e diferenças em relação a uma escola estadual que atende alunos e alunas provenientes de famílias de nível socioeconômico médio. Com a Constituição de 1988, no Brasil, os direitos humanos são reconhecidos como parte do arcabouço jurídico e institucional, tornando a educação em direitos humanos tema da política de Estado. Em 2003 o Comitê Nacional de Educação em Direitos Humanos lançou o Plano Nacional de Educação em Direitos Humanos tendo sua versão finalizada em 2006. O documento contempla cinco grandes eixos de atuação, dentre eles, a educação básica, vista como meio profícuo de disseminação de uma cultura de direitos humanos. Assim, a educação em direitos humanos tem ganhado visibilidade como um dos caminhos necessários para a efetivação dos direitos e para a construção de uma sociedade mais justa e solidária / Abstract: This paper present itself the results of the research on Master's Degree in Education which have for objective to verify the concepts and practice of human rights education in directors, coordinators, teachers and employees that actuate in two public schools in the beginning grades of elementary school that serves students from different socioeconomic classes. For this there were performed for both bibliographic and documental and empirical data collection by means of semi-structured interviews and observation of the daily routine in school life. The research is a continuity of the scientific initiation whose objective is delimited by knowing the conception, if and how the human rights education was worked in school and developed in a state school that serves students from low income. Parts of the collected data are resumed and deepened in order to establish similarities and differences regarding to one state school that serves students from middle class. With the 1988 Constitution, in Brazil, human rights as are recognized a whole part of the legal and institutional framework, turning the education into human rights the centric theme of the public policy. In 2003 the National Committee for Education in Human Rights released the National Plan for Human Rights Education having the version finished in 2006. The document contemplates five main axis of activity, among those, basic education, seen as an useful mean for the dissemination of a culture from human rights. Therefore, the education in human rights has gained visibility as one of the necessary paths for the rights effectively and for the construction of a fair and sympathetic society / Mestre

Made available in DSpace on 2014-06-11T19:28:17Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-09-02Bitstream added on 2014-06-13T18:57:17Z : No. of bitstreams: 1 jesus_hap_me_mar.pdf: 1142789 bytes, checksum: cbca454f8157b4687572b4c176ad057c (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Nesta dissertação, apresentam-se resultados de pesquisa de Mestrado em Educação que teve por objetivo identificar e verificar as concepções e práticas de educação em direitos humanos de diretoras, coordenadoras, professoras e funcionárias que atuam em duas escolas públicas estaduais das séries iniciais do Ensino Fundamental, que atendem alunos e alunas de nível socioeconômico diferente. Para tanto, foram realizadas pesquisa bibliográfica e documental e coleta de dados empíricos por meio de entrevistas semiestruturas e observações do cotidiano escolar. A pesquisa é continuidade da iniciação científica cujo objetivo delimitou-se em conhecer a concepção, se e como a educação em direitos humanos era trabalhada na escola e foi desenvolvida numa escola pública estadual que atende alunos e alunas de baixa renda. Partes dos dados coletados são retomados e aprofundados buscando estabelecer semelhanças e diferenças em relação a uma escola estadual que atende alunos e alunas provenientes de famílias de nível socioeconômico médio. Com a Constituição de 1988, no Brasil, os direitos humanos são reconhecidos como parte do arcabouço jurídico e institucional, tornando a educação em direitos humanos tema da política de Estado. Em 2003 o Comitê Nacional de Educação em Direitos Humanos lançou o Plano Nacional de Educação em Direitos Humanos tendo sua versão finalizada em 2006. O documento contempla cinco grandes eixos de atuação, dentre eles, a educação básica, vista como meio profícuo de disseminação de uma cultura de direitos humanos. Assim, a educação em direitos humanos tem ganhado visibilidade como um dos caminhos necessários para a efetivação dos direitos e para a construção de uma sociedade mais justa e solidária / This paper present itself the results of the research on Master’s Degree in Education which have for objective to verify the concepts and practice of human rights education in directors, coordinators, teachers and employees that actuate in two public schools in the beginning grades of elementary school that serves students from different socioeconomic classes. For this there were performed for both bibliographic and documental and empirical data collection by means of semi-structured interviews and observation of the daily routine in school life. The research is a continuity of the scientific initiation whose objective is delimited by knowing the conception, if and how the human rights education was worked in school and developed in a state school that serves students from low income. Parts of the collected data are resumed and deepened in order to establish similarities and differences regarding to one state school that serves students from middle class. With the 1988 Constitution, in Brazil, human rights as are recognized a whole part of the legal and institutional framework, turning the education into human rights the centric theme of the public policy. In 2003 the National Committee for Education in Human Rights released the National Plan for Human Rights Education having the version finished in 2006. The document contemplates five main axis of activity, among those, basic education, seen as an useful mean for the dissemination of a culture from human rights. Therefore, the education in human rights has gained visibility as one of the necessary paths for the rights effectively and for the construction of a fair and sympathetic society

Submitted by Clebson Anjos (clebson.leandro54@gmail.com) on 2016-01-27T17:53:37Z No. of bitstreams: 1 arquivototal.pdf: 2647687 bytes, checksum: 5bee9255bd4d7b51e8ad27c09086afaf (MD5) / Made available in DSpace on 2016-01-27T17:53:37Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2647687 bytes, checksum: 5bee9255bd4d7b51e8ad27c09086afaf (MD5) Previous issue date: 2014-08-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The reserve places with social and ethnic-racial stratification for Selection Processes, as an affirmative policy introduced in educational institutions, was one of the most remarkable achievements of social movements in recent years. In 2010, the agreement was approved that created the Entry mode for Jobs Reserve for access to undergraduate courses UFPB and formalized with the publication of Resolution No. 09/2010, Jobs booking forecast with clipping with social and ethnic-racial for Selection Processes, with input provided for the entrance exam of 2011. Thus, the study on Canvas aims to: discuss the implementation process of the entry mode for Jobs Reserve (MIRV) for access to undergraduate courses the Federal University of Paraíba describing the consequences of the implementation of this policy and to examine the intersection of Affirmative Action Policies in UFPB and regulatory documents that address the National Guidelines for Human Rights Education and the National Curriculum Guidelines drawing a parallel with pedagogical proposals from law school, Medicine, Engineering and Pedagogy seeking to ascertain whether there was any significant change in teaching practices. This research is inserted in the field of study interface on Education and Human Rights, and methodologically assumes a quantitative and qualitative perspective with a view to reviewing the practices experienced within the research institution, establishing references between the proposal submitted by university and the development of the quota policy. The analytical scope of this study we used the documentary analysis, where data collected were classified-indexed. In this sense, were raised, instruments, and documentary sources the evidence expressed in figures provided by the university studied, institutional and academic repercussions that the deployment of reserves for openings per ticket modality had on the institution's operating structure in the first three years implementation of that mode. The survey results indicate that the system adopted admitted the access of shareholders to university, providing the redistribution of the object, which is the access to education, without, however, provide concrete actions that would enable its permanence or to contribute to the fight against racism and discrimination and recognition of politics as a right. / A reserva de vagas com recorte social e étnico-racial para os Processos Seletivos, como uma política afirmativa instituída nas instituições educacionais, foi uma das conquistas mais marcantes dos movimentos sociais nos últimos anos. No ano de 2010, foi aprovado o instrumento que criou a Modalidade de Ingresso por Reserva de Vagas para acesso aos cursos de Graduação da UFPB e oficializado com a publicação da Resolução n.º 09/2010, com previsão de reserva de vagas com recorte social e étnico-racial para os Processos Seletivos, com entrada prevista para o vestibular de 2011. Assim, o estudo em tela tem como objetivos: discutir o processo de implantação da Modalidade de Ingresso por Reserva de Vagas (MIRV) para acesso aos cursos de Graduação na Universidade Federal da Paraíba, descrevendo os desdobramentos da execução dessa política, bem como analisar a intersecção entre as Políticas de Ações Afirmativas na UFPB e os documentos normativos que tratam das Diretrizes Nacionais para a Educação em Direitos Humanos e das Diretrizes Curriculares Nacionais, fazendo um paralelo com as propostas pedagógicas dos cursos de Direito, Medicina, Engenharia e Pedagogia, buscando averiguar se houve alguma mudança significativa nas práticas pedagógicas. Esta pesquisa está inserida na interface do campo de estudo nas áreas de Educação e de Direitos Humanos, e que assume metodologicamente uma natureza quanti-qualitativa tendo em vista a perspectiva de analisar as práticas vivenciadas dentro da instituição pesquisada, estabelecendo referências entre a proposta apresentada pela universidade e o desenvolvimento da política de cotas. O escopo analítico desse estudo utilizou-se da analise documental, onde os dados levantados foram classificados-indexados. Nesse sentido, foram levantados, nos instrumentos e nas fontes documentais as evidências expressas nos dados disponibilizados pela universidade estudada, os rebatimentos institucionais e acadêmicos que a implantação da modalidade de ingresso por reserva de vagas teve sobre a estrutura de funcionamento da instituição nos primeiros três anos de implementação da referida modalidade. Os resultados da pesquisa sinalizam que o sistema adotado admitiu o acesso dos cotistas à universidade, proporcionando a redistribuição do bem cultural, que é o acesso à educação, sem, contudo, prever ações concretas que possibilitassem à sua permanência ou que contribuíssem para o combate ao racismo e à discriminação e para o reconhecimento da política como um direito.