<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582020000100292</article-id>
<article-id pub-id-type="doi">10.15359/ree.24-1.16</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ações Afirmativas no Ensino Superior: revisão quantitativa e qualitativa de literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Affirmative Actions in Post Secondary Education: Quantitative and Qualitative Literature Review]]></article-title>
<article-title xml:lang="es"><![CDATA[Acciones Afirmativas en la enseñanza superior: Revisión cuantitativa y cualitativa de la producción bibliográfica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Basso-Poletto]]></surname>
<given-names><![CDATA[Daniela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Efrom]]></surname>
<given-names><![CDATA[Cora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Beatriz-Rodrigues]]></surname>
<given-names><![CDATA[Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande du Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande du Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>24</volume>
<numero>1</numero>
<fpage>292</fpage>
<lpage>325</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582020000100292&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582020000100292&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582020000100292&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As ações afirmativas são mecanismos de inclusão social, que mobilizam várias esferas da sociedade. Este artigo examina a produção científica de acesso gratuito no Brasil (nacional e internacional) sobre ações afirmativas no ensino superior, buscando um panorama geral sobre o tema. Trata-se, portanto, de uma análise literária revisional ampla (quantitativa e qualitativa) sobre as publicações dos dez últimos anos, em três idiomas (português, inglês e espanhol), partindo de 1105 artigos, de três bases de dados (SciELO, SPELL e ANPAD), que foram triados por critérios pré-estabelecidos, resultando em 119 para leitura integral e 96 para a análise propriamente dita. A análise dos artigos foi realizada a partir de 4 categorias que examinaram: ações afirmativas em diferentes países, desempenho de alunos, contexto histórico das publicações e avaliação das políticas. A produção no tema tem aumentado ao longo dos anos, porém, com algumas fragilidades como a concentração de estudos sobre realidades muito específicas. É preciso avançar na análise da trajetória das ações afirmativas para entender melhor sua aplicação prática e propiciar diálogos mais consistentes entre as realidades investigadas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Affirmative actions are mechanisms of social inclusion that mobilize several spheres of society. This article examines the scientific production obtained by open access bases in Brazil (national and international) of affirmative action for access to post secondary education, aiming an overview of the theme. This is therefore a broad (quantitative and qualitative) review of the publications of the last ten years, considering three languages (Portuguese, English and Spanish), starting with 1105 articles, from three databases (SciELO, SPELL and ANPAD), which were screened by pre-established criteria, resulting in 119 for integral reading and 96 for the analysis itself. The analysis of the articles was based on 4 categories which examined: affirmative actions in different countries, student performance, historical context of publications and policy evaluation. Production on the theme has increased over the years, however, with some weaknesses such as the concentration of studies on very specific realities. It is necessary to advance in the analysis of the trajectory of affirmative actions to better understand their practical application and to provide more consistent dialogues among the investigated realities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las acciones afirmativas son mecanismos de inclusión social que movilizan varias esferas de la sociedad. Este artículo examina la producción científica libre de acceso en Brasil (nacional e internacional) sobre acciones afirmativas en la enseñanza superior. Busca un panorama general de lo que viene siendo publicado sobre el tema. Por lo tanto, se trata de un amplio análisis revisional (cuantitativo y cualitativo) acerca de las publicaciones cientificas de los últimos diez años, en tres idiomas (portugués, español e inglés), desde 1105 artículos en tres bases de datos (SciELO, SPELL y ANPAD), que fueron triados por criterios preestablecidos, resultando en 119 para lectura integral y 96 para el análisis propiamente dicho. El análisis de los artículos se realizó a partir de 4 categorías que examinaron: acciones afirmativas en diferentes países, desempeño de estudiantes, contexto histórico de publicaciones y evaluación de políticas. Sin embargo, la producción sobre el tema ha aumentado con los años, con algunas debilidades, como la concentración de estudios sobre realidades muy específicas. Es necesario avanzar en el análisis de la trayectoria de las acciones afirmativas para comprender mejor su aplicación práctica y proporcionar diálogos más consistentes entre las realidades investigadas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ações Afirmativas]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Universidade]]></kwd>
<kwd lng="pt"><![CDATA[Revisão de Literatura]]></kwd>
<kwd lng="en"><![CDATA[Affirmative Actions]]></kwd>
<kwd lng="en"><![CDATA[Post Secondary Education]]></kwd>
<kwd lng="en"><![CDATA[University]]></kwd>
<kwd lng="en"><![CDATA[Literature Review]]></kwd>
<kwd lng="es"><![CDATA[Acciones afirmativas]]></kwd>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[universidad]]></kwd>
<kwd lng="es"><![CDATA[revisión bibliográfica]]></kwd>
</kwd-group>
</article-meta>
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