Abstract

CHAVES BATISTA, Neusa. From educational injustice to affirmative policies for public higher education in Brazil. Rev. Actual. Investig. Educ [online]. 2024, vol.24, n.1, pp.632-663. ISSN 1409-4703.  http://dx.doi.org/10.15517/aie.v24i1.55467.

The aim of this essay is to address some causes of injustices generated by the brazilian educational system that resonate with entry into public higher education in the country. Such injustices led to the implementation of an affirmative policy with socioeconomic, ethnic, racial quotas and for people with disabilities (PcD), with the aim of equalizing educational opportunities for access to higher education for students graduating from public schools. The theoretical-methodological approach uses critical analysis based on references that discuss concepts of social and school justice and Injustice. In this way, he is interested in explaining how power, domination and social inequality are established, reproduced, and fought. The argument is developed to emphasize the social relevance of affirmative policies. The educational inequality in brazilian society is explicitly related to socioeconomic injustice and, in an intersectional way, with racial markers; reinforcing the by logical deduction that we will need affirmative policies for the access of students from public schools into public higher education for an indefinite period.

Keywords : higher education; educational injustice; affirmative policy.

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