Cenário de uma Educação Étnico-Racial em movimento para o Século XXI

Affirmative action, with regard to the inclusion and permanence of those entering higher education, has been the subject of numerous academic reflections and has fueled actions in the administrative and pedagogical spheres of the various Brazilian institutions. This process has become an issue in academic discussions in recent decades, promoting meaningful dialogues with the most diverse areas of knowledge. There are several points of view, there are countless gaps and reticence in relation to the way higher education institutions build and carry out their actions aimed at the insertion of blacks, pardos, indigenous people, quilombolas, peasants, people with special needs, among others. others in the processes of access and permanence in their undergraduate courses since 2002, when exercising the first affirmative action in universities. Due to these multiple perspectives, the referred text proposes to reflect on the various processes - political, historical, cultural that involve the field of affirmative action in Brazilian universities, especially those aimed at blacks and browns, in order to perceive how their effectiveness has been taking shape and form and how they are effectively constituted. The discussion also involves understanding whether affirmative actions are compensatory measures or effective interventions within State public policies that are really concerned with social transformation. For this, we highlight in this reflection of some government actions as support for the proposed dialogue, among them Law 10.639 / 2003, Law 12.711 / 2012 and its consequences in higher education.