Há lugar para as ações afirmativas no ensino superior?

Abstract

The research underlying this article sought to answer the following question: is there place for affirmative actions for the black population in undergraduate courses at the Federal University of Catalão? The research was developed through a descriptive documentary analysis, aiming to contribute to the debate on affirmative action and ethnic-racial issues, especially in higher education. The documents analyzed were the 37 Pedagogical Projects of the undergraduate courses offered by the aforementioned institution. The results show that, although there is a theoretical argument and normative instruments that guarantee the inclusion of the topic in the course PPCs, affirmative actions and ethnic-racial issues are not yet present in these documents in an effective, structured and widely disseminated manner. This shows that this issue is still not treated with due priority, nor does it appear frequently in the Pedagogical Projects of the Courses and, in some, there is no mention at all. However, it is worth highlighting that the effective incorporation of the theme of ethnic-racial issues in the curricula requires external guidance, but also demands, at the institutional level, the promotion of spaces for critical discussion, for the continued training of teachers and for the development of pedagogical strategies that allow the inclusion of content that addresses the ethnic-racial issue throughout the entire training process.