RACIAL QUOTAS AND DEMOCRATIZATION OF HIGHER EDUCATION
DOI:
https://doi.org/10.26895/geosaberes.v15i0.1283Keywords:
Racism, Affirmative Action Policies, Racial QuotasAbstract
This article seeks to understand how teachers from various areas of knowledge understand the policy of racial quotas and how important it is for the entry of the black population in universities. To this end, a bibliographic analysis was carried out with works that address the issue of racism and racial quotas. After this moment, a questionnaire was organized for the teachers, followed by the systematization of the data in graphs and charts. The research is of the quanti-qualitative type, focusing on the analysis of the results. We conclude that all the teachers who volunteered to participate in the study are in favor of racial quotas and have a critical and reflective perception about it, even though some teachers do not feel encouraged to address the issue in the classroom.
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