scholarly journals AN OVERVIEW OF AFFIRMATIVE ACTION POLICIES IN PUBLIC FEDERAL UNIVERSITIES IN SOUTHEAST BRAZIL

2019 ◽  
Vol 49 (173) ◽  
pp. 184-206 ◽  
Author(s):  
Guilherme Henrique Gomes da Silva
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Southeastern Brazil ◽  
Access To Higher Education ◽  
Underrepresented Groups ◽  
Southeast Brazil ◽  
Data Analyses ◽  
Wide Range ◽  
Brazilian Students

Abstract This article deals with how Brazilian students from underrepresented groups have access to higher education, and how is their permanence in it. It aims to provide an overview of the treatment of affirmative action policies in federal universities in southeastern Brazil. A wide range of official documents of all nineteen federal universities in this Brazilian region was analyzed. After data analyses, three categories were constructed: admission, post-admission support, and pedagogical programs for student permanence. This study indicates that a broader understanding of how affirmative actions are treated is critical if they are to achieve their goals, particularly with regard to the permanence of benefited students.

scholarly journals Medical emergencies teaching in dentistry undergraduate courses in southeastern Brazil

2020 ◽  
Vol 19 ◽  
pp. e209247
Author(s):  
Luan Viana Faria ◽  
Yuri de Lima Medeiros ◽  
Danielle Fernandes Lopes ◽  
Eduardo Machado Vilela ◽  
Neuza Maria Souza Picorelli Assis
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Southeastern Brazil ◽  
Teaching Methodology ◽  
Private Institutions ◽  
Positive Aspect ◽  
Public And Private ◽  
Exact Test ◽  
Southeast Brazil ◽  
Medical Emergencies

Aim: The aim of this study is to offer an overview of the MedicalEmergencies (ME) discipline offer in Dentistry graduations insoutheastern Brazil and to observe the curricular characteristicsof the discipline when present. Methods: This cross-sectionaldocumentary study analyzed the available curricular frameworksin the official websites of Higher Education Institutions (HEI)in southeastern Brazil registered on the Ministry of Education’se-MEC website. The data were analyzed and tabulated using theGraphPad Prism 8.1.2 software, being described by absolute andrelative frequencies. Fisher’s exact test was used to compare theproportions between public and private institutions. Results:Of the 176 courses in the Southeast, 144 were included in thestudy for providing access to the curriculum, 19 (13.19%) werepublic and 125 (86.81%) were private. Only 27 (18.75%) of the HEIpresent the discipline of ME, with a greater tendency of supply inprivate HEIs (20.80%) when compared to public HEIs (5.26%),but this difference was not statistically significant (p> 0.05).As a positive aspect, the discipline is predominantly mandatory(88.88%), and the with regard to the teaching methodology ispredominantly theoretical (68.18%). The average workload is50.14 hours (SD=19.54). Conclusions: In only 18.75% of thedental institutions in Southeast Brazil, ME discipline were offered.When offered, the discipline is predominantly theoretical andmandatory. This study raises an important discussion regardingthe need to include specific and mandatory subjects on ME inthe dentistry curricula in Brazil and reflects the need to updateand standardize the national curricular guidelines for dentistry.

scholarly journals Affirmative action and justice policies: an analysis of the understanding of law course students about the legal reservation of places for access to higher education

2021 ◽  
Author(s):  
Thamyres Cavalcante de Melo ◽  
Bianca Gomes da Silva Muylaert Monteiro de Castro
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Affirmative Action ◽  
Minority Groups ◽  
Field Research ◽  
Law Students ◽  
Access To Higher Education ◽  
Public And Private ◽  
Cultural Transformations ◽  
Starting Point

Affirmative actions reflect the ideal of achieving equal opportunities and represent the realization of cultural transformations in order to reduce the effects of historically accumulated inequalities. Such actions are capableof implementing greater representation of minority groups in the most diverse domains of public and private activity. In the case of quotas instituted to guarantee minority access to higher education, the reservation of places is one of the forms of social justice that tries to guarantee a minimum level of education for the most disadvantaged, trying to compensate and equalize the opportunities for access to education. This research aimed to analyze the perception of students in the ISECENSA Law course about the affirmative action policy, with an emphasis on the quota modality that promotes the legal reserve of places for the so-called “minorities”. Therefore, the methodology used was qualiquantitative and had as its starting point the bibliographical review to situate the quota policy as an object in the field of socio-legal studies. Documentary analysis of laws on the subject was carried out, as well as field research, through which the questionnaire was used as a data collection instrument to verify the position of ISECENSA law students on the quota policy and to identify whether the students understand the meaning of the quota policy. Thus, 115 questionnaires were applied to students from the 1st to the 5th period of the Isecensa Law course and the data collected showed the students' concern with Social Justice, even with the initial lack of knowledge about the concept of “affirmative action”. In this way, it was possible to analyze the perception of law students at ISECENSA regarding the quota policy and also to promote awareness of the reasons and effects of the implementation of that policy. It is expected then, to contribute to the humanization of educational institutions by encouraging diversity in order to build a society that respects difference, seeking to achieve peace and equality

scholarly journals El Análisis Musical en la pruebas de acceso a Enseñanzas Superiores de Clarinete TITLE: Musical Analysis in the test of access to Higher Education Studies of Clarinet

2019 ◽  
Vol 0 (16) ◽  
Author(s):  
Francisco Joaquín Garres Pérez
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Musical Analysis ◽  
Access To Higher Education ◽  
Correct Interpretation ◽  
Specific Test ◽  
Entrance Exams ◽  
Wide Range ◽  
Vega Baja ◽  
Musical Forms

La prueba de Análisis Musical es uno de los primeros exámenes que se realizan para acceder a los Conservatorios Superiores de Música en España. El alumnado suele tener problemas para superarlo debido a la extensión del temario exigido, que abarca desde el Gregoriano hasta el Romanticismo, teniendo que dominarse una gran amplitud de formas musicales (Suite, Fuga, Sonata, etc.). Las exigencias de la prueba se ven reflejadas en los resultados finales del alumnado, obteniéndose un elevado porcentaje de suspensos o bajas calificaciones, tal como confirman los datos obtenidos en los diferentes centros investigados. Ante esta situación, se consideró importante iniciar al alumnado en la preparación de esta prueba específica desde el inicio de las Enseñanzas Profesionales, tomando como referencia las propias obras del instrumento (en este caso, Clarinete), lo que al mismo tiempo repercutiría en una más correcta interpretación. Los datos obtenidos previamente a la investigación muestran que la saturación de horas lectivas y de estudio interpretativo suponen un hándicap para el alumnado a la hora de preparar esta prueba específica; en cuanto a los datos obtenidos del profesorado de diferentes conservatorios de Murcia y Alicante (Vega Baja), muestran la necesidad de preparar dicha prueba desde las Enseñanzas Profesionales, insistiéndose en tomar como referencia las obras de Clarinete. Atendiendo a esto, se propuso una metodología específica para trabajar el Análisis Musical en el aula de Clarinete, especialmente en el último ciclo de Enseñanzas Profesionales, aunque igualmente válida para los ciclos anteriores. Los resultados obtenidos con el alumnado participante mostraron que muchos de ellos obtuvieron mejores calificaciones en este examen que formaba parte de las pruebas de acceso de distintos Conservatorios Superiores de Música.ABSTRACTThe Musical Analysis test is one of the first exams to be taken to access the Superior Conservatories of Music in Spain. The students usually have problems to overcome it due to the extension of the required curriculum, which ranges from the Gregorian to Romanticism, having to master a wide range of musical forms (Suite, Fuga, Sonata, etc.). The demands of the test are reflected in the final results of the students, obtaining a high percentage of failures or low grades, as confirmed by the data obtained in the different centers which were analyzed. Faced with this situation, it was considered important to initiate the students in the preparation of this specific test from the beginning of the Professional Teachings, taking as reference the own works of the instrument (in this case, Clarinet), which at the same time would have repercussions in one more correct interpretation. The data obtained previously to the investigation show that the saturation of teaching hours and of interpretative study suppose a handicap for the students at the time of preparing this specific test; As for the data obtained from the teachers of different conservatories of Murcia and Alicante (Vega Baja), they show the need to prepare this test from the Professional Teachings, insisting on taking Clarinet's works as reference. Attending this, a specific methodology was proposed to work the Musical Analysis in the Clarinet classroom, especially in the last cycle of Professional Education, although equally valid for the previous cycles. The results obtained with the participating students showed that many of them obtained better grades in this exam that was part of the entrance exams of different Superior Conservatories of Music.

scholarly journals Vozes ameríndias na universidade pública inclusiva / Amerindian voices in inclusive public university

2017 ◽  
Vol 6 (2) ◽  
pp. 15
Author(s):  
Daniela Bueno de Oliveira Américo de Godoy ◽  
José Francisco Miguel Henriques Bairrão
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Indigenous People ◽  
Public University ◽  
Qualitative Approach ◽  
Access To Higher Education ◽  
Political Strategy ◽  
Indigenous Students ◽  
Western Education ◽  
The University

A lei de cotas é um marco rumo à universidade pública inclusiva. Todavia, seu modelo pode não contemplar especificidades culturais. O objetivo deste trabalho é apresentar vozes indígenas sobre o assunto. Visa-se dar ouvidos às comunidades e lideranças indígenas no acompanhamento dessa política. Utilizou-se uma abordagem qualitativa, própria à etnopsicologia, que consistiu em explicitar comparações implícitas entre as culturas ameríndias e a ocidental. Analisaram-se as falas de palestrantes indígenas nas três edições do Encontro Nacional dos Estudantes Indígenas (ENEI). Os resultados mostram que acessar o ensino superior é uma estratégia política e que o território é o principal articulador conceitual. A universidade é vivida de modo peculiar, sem necessariamente corresponder aos moldes da formação ocidental. Os contrastes epistemológicos, pedagógicos e ontológicos por eles evidenciados sustentam propostas em direção à intercientificidade e à interculturalidade (CAPES).Palavras-chave: indígenas, políticas de ações afirmativas, ensino superior, etnopsicologia. ABSTRACT: The Quota Law is a milestone towards inclusive public university. However, this model may not contemplate cultural specificities. This paper aims to present Amerindian voices about this subject by listening to communities and indigenous leaders in monitoring this policy. We used a qualitative approach specific to Ethnopsychology methodology which consists of explicit implicit comparisons between the Amerindian cultures and Western cultures. The speeches of indigenous speakers in the three editions of the National Indigenous Students Meeting were analyzed. The results show that the access to higher education is a political strategy and that the territory is the main conceptual articulator. The university is experienced in a special way, without necessarily matching to the mold of Western education. The epistemological, pedagogical and ontological contrasts highlighted by them support proposals towards interscientism and interculturalism.Keywords: Indigenous people, affirmative action, higher education, ethnopsychology.

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