As ações afirmativas na educação superior : política de inclusão à lógica do capital

Abstract

This research is inserted in a context in which the structural adjustments in the way of production and the reforms in the organization of the State are articulated to a range of educational reforms with emphasis in the high education. In Brazil, affirmative actions with highlight in preferred admission/quotas in state-owned universities are being implemented as able to promote democratization of access and permanency in higher education. Controversies about this policy usually reduce the question to a simplistic against or in favor point-of-views. We tried, in this work, go beyond this dichotomy seizing the transformation process in education. The starting point is the relation between work and education, that is derivate of the understanding that the way of production covers all ways that life is produced or reproduced, so, considers the dialectical relationship between the changes and adjustments in economy and the way education is organized by the State. This made us point the question whether or not the preferred admission really promotes democratization in the access and permanency in the University. In order to face this question, we have done a documental research, analyzing them with the historical and dialectical materialism theory and method, using State, Democracy and Class Struggle conceptions present in Marx, Engels and Lenin works. During the present work, the following documents have been analyzed: (1) Official texts and documents of International Organisms and Brazilian Government to correlate the exigencies of the structural adjustments in economy with the new education proposals; (2) Documents of UFBA (Universidad Federal da Bahia), our empirical object of research, in order to demonstrate how this policies are applied in a real context. The study of all this material when confronted to theory, lead us to conclude that the fair inclusion aspirations of the most discriminated ones are incorporated to these educational reforms subordinated to the legitimation of a market-based and private education model, which contributes to the disorganization of the relation teaching-research-continuing education in state-owned university, destroying the basis of the knowledge production. That is why, it is an "excluding inclusion" that incorporate the black and poor workers claims, denying them the access to a public, high scientific and technological quality education and a real permanency in University.