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Multiculturalism and cultural diversity permeate various sectors of society, including higher education. The educational policies implemented in this sphere appear to promote social and educational equality. The aim of this study was to examine this subject by analysing the affirmative action policy implemented in a Brazilian university. It sought to understand whether this policy has contributed to the access and completion of undergraduate programmes of black and mixed-race, indigenous and quilombola students. The analysis was conducted based on data relating to the access and dropout of students who enrolled in the university through the quota and reservation systems. Data were collected from university administrative datasets and a questionnaire administered to undergraduate course coordinators and students who had benefited from the policy in question and dropped out of university. The findings reveal, on the one hand, an increase in the intake of black and mixed-race, indigenous and quilombola students. On the other hand, a high dropout rate was observed among these students, which may raise the possibility that the policy in question is not completely successful. [ABSTRACT FROM AUTHOR]

Multiculturalism and cultural diversity permeate various sectors of society, including higher education. The educational policies implemented in this sphere appear to promote social and educational equality. The aim of this study was to examine this subject by analysing the affirmative action policy implemented in a Brazilian university. It sought to understand whether this policy has contributed to the access and completion of undergraduate programmes of black and mixed-race, indigenous and quilombola students. The analysis was conducted based on data relating to the access and dropout of students who enrolled in the university through the quota and reservation systems. Data were collected from university administrative datasets and a questionnaire administered to undergraduate course coordinators and students who had benefited from the policy in question and dropped out of university. The findings reveal, on the one hand, an increase in the intake of black and mixed-race, indigenous and quilombola students. On the other hand, a high dropout rate was observed among these students, which may raise the possibility that the policy in question is not completely successful.

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Introduction: Medical schools worldwide are creating inclusion policies to increase the admission of students from vulnerable social groups. This study explores how medical students from vulnerable social groups experience belongingness as they join the medical community. Methods: This qualitative study applied thematic analysis to 10 interviews with medical students admitted to one medical school through an affirmative policy. The interviews followed the drawing of a rich picture, in which the students represented a challenging situation experienced in their training, considering their socio-economic and racial background. The analysis was guided by the modes of belonging (engagement, imagination, and alignment) described by the Communities of Practice framework. Results: Participants struggled to imagine themselves as future doctors because they lack identification with the medical environment, suffer from low self-esteem, aside from experiencing racial and social discrimination. Participants also find it troublesome to engage in social and professional activities because of financial disadvantages and insufficient support from the university. However, participants strongly align with the values of the public health system and show deep empathy for the patients. Discussion: Including students with different socio-economic and racial backgrounds offers an opportunity to reform the medical culture. Medical educators need to devise strategies to support students' socialization through activities that increase their self-esteem and make explicit the contributions they bring to the medical community. [ABSTRACT FROM AUTHOR]

This article aims to map the scientific production on affirmative policies for blacks in the postgraduate course in education. Theses, dissertations and articles were read and analyzed. The search occurred in the Brazilian Digital Library of Theses and Dissertations and in the Library of the National Association of Postgraduate Studies and Research in Education, Working Group 21 (Education and Ethnic-Racial Relations). The main descriptors were: "affirmative policies", "affirmative policies AND graduate studies", "quotas AND graduate studies". It is bibliographic, descriptive and qualitative, developed through the state of knowledge. It was concluded that there are few productions related to the research, because the themes approached are sometimes disparate, sometimes only tangential. There are few productions that deal with quotas for blacks in graduate studies and no research on them in graduate education was found in the two selected databases. In view of the findings, the article is original and relevant to education, in the context of affirmative policies for blacks in higher education. [ABSTRACT FROM AUTHOR]

Este artigo apresenta uma análise do impacto da adoção do Programa de Bônus no processo de seleção da Universidade Federal de Minas Gerais (UFMG) sob a perspectiva da inclusão racial, da educação pregressa e por faixa de renda. Foram analisados dados dos últimos 13 vestibulares, contemplando os quatro primeiros anos de aplicação do bônus. Além da análise do acesso à UFMG, este artigo traz também informações a respeito da permanência de estudantes que ingressaram em cursos presenciais da UFMG nos dois primeiros anos de vigência do Programa de Bônus.This paper presents an impact analysis of the affirmative action named "Bonus" in the selection process of the Federal University of Minas Gerais (UFMG). The analysis was made from the perspective of racial inclusion, previous education and monthly family income. The data basis was composed by information from the last thirteen years selection programs, including the four first years of "bonus" application. Besides the entrance analysis, this paper provides information about the evasion of students enrolled in UFMG presencial courses in the first two years of the "Bonus" Program.

A inclusão da política de cotas, nas universidades brasileiras, é recente. Apesar da adesão de várias instituições de ensino, esse tipo de política tem gerado posições contraditórias. Este estudo teve como objetivo investigar quais valores estão mais presentes na avaliação que universitários fazem a respeito de supostos usuários das cotas. Na pesquisa, foram aplicados diferentes tipos de questionários em 403 estudantes de uma universidade pública paulista, os quais objetivaram verificar se suas representações sobre esse tema variavam conforme as possibilidades de ingresso na universidade, a saber: vestibular simples, cursinhos para alunos carentes e cotas e, conforme os públicos-alvo enfocados, negros ou alunos de escolas públicas. Como método de análise, foi utilizado o programa ALCESTE e, como recurso complementar, a análise de conteúdo. Os resultados demonstraram que há uma rejeição às políticas relacionadas às cotas, uma vez que estas foram percebidas como mais ameaçadoras do que aquelas referentes ao vestibular e ao cursinho gratuito. Na grande parte das respostas dadas pelos alunos, fica evidente o conflito de valores: mérito versus igualdade compensatória. O vestibular, baseado apenas no mérito, é representado como o sistema mais justo para ingresso de alunos de escola pública e, principalmente de negros, na universidade. Valores como justiça, igualdade, esforço próprio, sobre os quais a maioria dos universitários respalda suas respostas contrárias às cotas, estão sendo questionados pelas políticas de ação afirmativa, o que indica que enfrentá-los é o grande desafio posto a essas políticas.The introduction of a policy of quotas in Brazilian universities is recent and, despite being supported by various institutes of education, this kind of policy has faced opposition. The present study has as its objective to investigate what are the values more frequently present in the evaluations university students make of quotas users. Different types of questionnaires were applied to 403 students of a public university of the State of São Paulo, with the purpose of identifying if their representations about this issue varied according to the entry channel to the university, namely, simple exam, preparatory courses for disadvantaged students, and quotas, and according to the target public in question: black students or students from public schools. As a method of analysis, the study made use of the ALCESTE program and, as a complementary resource, content analysis. The results show the rejection to quota policies, since they are perceived as more threatening than policies related to entrance exams and free prep courses. In most of the answers given by the students, a conflict of values becomes clear: merit versus compensatory equality. The entrance exam, solely based on merit, is represented as the fairest system for pupils from public schools, and particularly for black students, to enter the university. Values such as justice, equality and self-effort, upon which most university students base their answers against quotas, are being questioned by affirmative action policies, indicating that reckoning with them is the biggest challenge these policies have to face.

Past and present attempts to classify and characterize the human biological variability are examined, considering the race concept, ethnic identification problems, assortative mating based on ethnicity, and historical genetics. In relation to the latter, a review is made of the methods presently available for admixture quantification and of previous studies aimed at the characterization of the parental continental contributions to Latin American populations, with emphasis in global evaluations of the Costa Rican and Brazilian gene pools. Finally, the question of racism and discrimination is considered, including the relation between human rights and affirmative actions. The right to equal opportunity should be strictly respected. Biological inequality has nothing to do with the ethical principle that someone’s position in a given society should be an accurate reflection of her/his individual ability. Rev. Biol. Trop. 52(3): 405-415. Epub 2004 Dic 15Son examinados los intentos pasados y presentes de clasificar y caracterizar a la variabilidad biológica humana, considerando el concepto de raza, los problemas de identificación étnica, el matrimonio selectivo basado en la etnicidad, y la historia genética. En relación con la última, se hace una revisión de los métodos disponibles actualmente para la cuantificación de la mezcla y de los estudios previos enfocados en la caracterización de la contribuciones parentales de origen continental a las poblaciones Latinoamericanas, con énfasis en las evaluaciones globales de los acervos genéticos de de Brasil y Costa Rica. Finalmente, se considera el tema del racismo y la discriminación, incluyendo la relación entre los derechos humanos y las acciones afirmativas. El derecho a iguales oportunidades debe ser estrictamente respetado. La inequidad biológica no tiene nada que ver con el principio ético de que la posición de cualquiera en una sociedad dada debe ser un reflejo exacto de sus habilidades individuales.