Democratization and access to higher education through the Law 12.711/12: Londrina’s campus of the Federal University of Technology of Paraná (Universidade Tecnológica Federal do Paraná)
This paper analyzes the admittance of students in Paraná’s Federal University of Technology (Universidade Tecnológica Federal do Paraná) courses, Londrina’s Campus, in 2015, based on the changes introduced by the Quota Law (Federal Law 12.7...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Institución: | Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) |
| Repositorio: | Revista Brasileira de Estudos Pedagógicos (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs3.inep:article/3316 |
| Acceso en línea: | https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/3316 |
| Access Level: | acceso abierto |
| Palabra clave: | affirmative actions higher education Quota Law. ações afirmativas ensino superior Lei de Cotas. |
| Sumario: | This paper analyzes the admittance of students in Paraná’s Federal University of Technology (Universidade Tecnológica Federal do Paraná) courses, Londrina’s Campus, in 2015, based on the changes introduced by the Quota Law (Federal Law 12.711/12). This law forced federal institutions of higher and technical education to set aside places for public school, low-income, and self-declared black, brown or indigenous students, which is a compensatory measure due to the effects of social privileges and inequalities in the access conditions to higher education. The procedure employed to assign spots in the aforementioned institution is investigated, in order to identify to what extent the affirmative actions have fulfilled its purpose. Students' admittance scores were collected, seeking their statistical measures of centrality, comparing quota and non-quota students, and the different courses. Furthermore, it analyzes the relation between the spot reservation and its assignment in the four quota categories and the non-quota students group. It is also observed that a course’s prestige is relevant to raise the students' admittance score medians and that the low-income quota category imposed obstacles to the assignment of spots. |
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