Estudo de mudanças no perfil docente e discente do ensino superior brasileiro pós lei de cotas, por meio de análise dos microdados do censo da educação superior

Abstract

Affirmative action policies have proven to be important in reducing inequalities in Brazil. In this context, the Quota Law was enacted in 2012, which mandates reserved spots for Black, Brown, Indigenous, persons with disabilities, and/or low-income students from public schools. Systematized information is necessary to evaluate a public policy like this. This study aims to present the changes in the profiles of educators and students from 2009 to 2019 for the evaluation of affirmative actions, particularly the Quota Law, in Brazil during this period. For this, an analysis of the microdata from the Higher Education Census was conducted. After an exploratory analysis of the database and bibliographic studies, guiding questions were raised to steer the analysis, separated into educators and students. The microdata were then prepared, and comparisons of the data from the two years were made to show the developments over the period, indicating trends of increase and decrease for each subgroup analyzed. The analysis regarding educators generally shows an increase in the representation of Black, Brown, and Indigenous individuals, as well as progress in their qualifications. The analysis of students shows significant advances in percentage increase, in public and federal institutions, for enrolled brown students (41% and 40%), indigenous students (85% and 121%), but not for black students (0 and -19%). Disabled individuals saw large percentage increases for faculty members in public and federal institutions (139%, 90%, and 47%), and for students in public and federal institutions (189% and 240%).