Significado do sistema de cotas para o ingresso no ensino superior para estudantes negros de escolas públicas de Fortaleza

Abstract

This dissertation has as objective to analyze the meaning of Affirmative Action Policity – Quota System for adolescents and young people from public schools in Fortaleza, who declared themselves as African descendants, from the changes in access to public university process. The methodology is qualitative approach, using Focus Group with students from a school in which the students have shown greater knowledge about the Affirmative Action Policity, based on the analysis of responses to a questionnaire, applied on 464 students which participated the survey “Expectativas de futuro de jovens negros do Ensino Médio de escolas públicas de fortaleza: implicações da implantação do Sistema de Cotas no Ceará” (2014-2015). The material registered in the focus group had been interpreted based on the analysis of Bakhtin’s Speech coming from the linguistic theory and the Cultural History that is based on the assumption of language as a dialogical process and producer of human subjectivity. The understanding of the meanings and the sense constructed by subjects in relation to their educational future against of the deployment of the quota system, as well as the regards issues related to ethnic identity had been valorized. Was departed, then the assumption that new meanings was produced by theses students about access to higher education as they know the opportunities arising from the affirmative action’s policy for expanding the admission of black students in higher education. With the Focus Group, we conclude that students demonstrated do not have a meaningfully differentiated knowledge of the Quota System, understanding superficially how it works and the changes it can bring to your entrances in higher education, but not empowering as protagonists of these rights or understanding more deeply of the system implementation reasons. Thus, the significance and the meanings produced by the students regarding the changes related to entrance to the higher education resemble those of common sense, i.e. they are not based on fundamentals that guide the elaboration of the quota policy, which take them to a favorable position to the social quotas and to a rejection of racial quotas, because they believe that the racial one will promote the intensification of prejudice, dissociating the ethnic-racial issue of historical, economic and social factor. We see based on the results the necessity of thinking ways of dissemination and discussion of quotas for students in high school, order to give them the understanding of the historical and political significance of its implementation and they can empower the rights, not moving away from a policy that is being done to the students themselves.