Law of quotas and promotion of social justice: perceptions of quota students from a federal institute

Abstract

This article presents reflections resulting from a Master 's Degree in Education that aimed to dialogue with quota students attending the Mechanical Engineering course in order to unveil their perceptions about the implementation of Law 12.711. The research methodology contemplated documentary analysis referring to the process of filling vacancies of the course; telephone contact with students to identify causes of their dropouts; application of a questionnaire to collect socioeconomic data and interviews. In the perception of the quota students, the reserve of vacancies guaranteed by Law 12.711 can increase the opportunity of access for students of public schools, with low-income, Afro-descendants and indigenous. However, in order for the quota law to become a promoter of social justice, it is also necessary to face certain challenges: a) not be limited to aspects of access, but expand measures that favor the permanence of these students; b) to evaluate how quota students are received by their peers, teachers and employees of the educational institutions; c) develop mechanisms to monitor and support students' academic, didactic and psychopedagogical performance; d) increase resources of the National Program of Student Assistance; e) improve the quality of basic education in public schools.