Name: MARCELA VALES SOUZA CHAGAS
Publication date: 12/06/2023
Advisor:
Name |
Role |
|---|---|
| BRUNO HENRIQUE FIORIN | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| BRUNO HENRIQUE FIORIN | Advisor * |
| WELLINGTON GONÇALVES | Internal Examiner * |
Summary: The Institutional Development Plan of the Federal University of Espírito Santo
PDI/UFES for the period 2021/2030, published in March 2021, through Resolution No.
05/2021 of the University Council - Cun, showed the university`s concern with the
democratization of access, defining affirmative action as the first of its seven
institutional challenges for the period 2021-2030. As an institutional challenge,
affirmative actions gave rise to 5 (five) transversal strategic objectives, one for each
strategic area of the university (Teaching, Research, Extension, Management and
Student Assistance), which must be answered by the actions of the university sectors
. In this context, this study`s problem is to investigate what possibilities and challenges
are presented to UFES for the adoption of affirmative actions in postgraduate courses,
which is established as an institutional challenge according to the PDI/UFES.
Therefore, its main objective is to analyze affirmative actions, as an institutional
challenge for the stricto sensu graduate program at the Federal University of Espírito
Santo, based on the transversal strategic objectives of the areas of teaching and
research, present in the strategic map of the Institutional Development Plan PDI
2021/2030 of the institution. In theoretical terms, it is based on the debate about the
way Universities and Stricto Sensu Graduate Studies were constituted in Brazil, as well
as on the tools used in the management of these institutions, in a review about the
history of struggles of social movements for policies of affirmative actions for education
as an important public policy, in the literature on affirmative actions, racism, ableism
and transphobia, while inequalities and structural violence of society that are
reproduced within the walls of the university, for which affirmative actions are shown
as coping strategies and offer a perspective of overcoming those inequalities. As for
the methods and procedures, a documentary research was carried out based on
Ordinance No. 13/2016 MEC, the Institutional Development Plan - PDI/UFES 2021-
2030, the Final Report of the 1st Ufes Affirmative Action Conference, Reports of
meetings of the Chamber of Graduate Studies, of Resolutions of the Superior Councils
of the university and of Resolutions, Regulations and Public Notices of the 62 (sixtytwo) stricto sensu graduate programs of UFES. For data processing, we opted for the
content analysis method, based on Bardin (2011), under a quantitative and qualitative
approach. The project was evaluated by the Ethics Committee and was approved by
Report No. 5,542,903. Based on the achieved results, as a technical product, this study
presents the situational diagnosis of affirmative actions adopted in the stricto sensu
postgraduate course at UFES and, based on it, possible actions to respond to the
institutional challenge of affirmative actions for the stricto sensu postgraduate courses
from FES.
