SCHOOL BACKGROUND AND ACCESS TO HIGHER EDUCATION: ANALYSIS OF THE OCCUPATION OF AFFIRMATIVE ACTION QUOTAS AT UFRGS

Authors

  • CÉLIA ELIZABETE CAREGNATO Universidade Federal do Rio Grande do Sul (UFRGS)
  • HARLON ROMARIZ RABELO SANTOS Universidade Federal do Rio Grande do Sul (UFRGS). Porto Alegre, RS, Brasil.
  • LOURENÇO BRITO FELIN Universidade Federal do Rio Grande do Sul (UFRGS) . Porto Alegre, RS, Brasil.

Keywords:

affirmative actions, educational stratification, public school, school quasi-market, higher education

Abstract

The article analyzes the relation between the heterogeneity of public schools and the
occupation of undergraduate student places reserved by the affirmative action policy at the Universidade
Federal do Rio Grande do Sul (UFRGS). Based on the literature on educational stratification developed
within Sociology of Education, this article assumes a quasi-market on public education, with regular and
differentiated schools. The data explored in this article refer to students admitted in 2017. The
quantitative methodology comprised descriptive analyses, crosstabulation, and basic measures of
association, characterizing an exploratory study. The results show that students from regular public schools have a more limited access to reserved places in the quotas which do not consider income or
race. This phenomenon is more intense in the most competitive programs. Considering the heterogeneity
among public schools, the current procedures favor the admission in public higher education of graduates
from differentiated public schools rather than students who attended regular public schools. This fact is
understood as a limit in the remediation of distortions in the access to federal public higher education.

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Published

2020-10-30

How to Cite

CAREGNATO, C. E., ROMARIZ RABELO SANTOS, H. ., & BRITO FELIN, L. (2020). SCHOOL BACKGROUND AND ACCESS TO HIGHER EDUCATION: ANALYSIS OF THE OCCUPATION OF AFFIRMATIVE ACTION QUOTAS AT UFRGS. Educação Em Revista, 36(1). Retrieved from https://periodicos.ufmg.br/index.php/edrevista/article/view/38101

Issue

Vol. 36 No. 1 (2020): v.36 (2020)

Section

Artigos

License

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