Políticas afirmativas, cultura e diversidade: Um estudo sobre as ausências nos cursos das escolas de belas artes, teatro e música da UFBA

Abstract

This study analyzes the admissions processes at the Federal University of Bahia (UFBA), with a focus on the courses of Fine Arts, Theatre, and Music programs, in order to examine the effectiveness of affirmative action policies in promoting social inclusion and cultural diversity. The research is grounded in a historical and normative context that addresses the structural inequalities that permeate access to Brazilian higher education, particularly in arts courses. Based on the analysis of admission lists and entry modalities of access over the last five years, it was found that the adoption of the Unified Selection System (SiSU) marked a step forward in democratization, while the continuation of Specific Skills Tests (SST) has perpetuated the dynamics of exclusion. The results show that in the courses that adhered to the SiSU, there was a significant increase in the number of candidates admitted through affirmative action policies, with a more equitable distribution between general admission and quota admission. Conversely, the programs that retained the SST showed a higher concentration of enrollment through general admission, due to the demand of technical and theoretical skills that often require prior training inaccessible to candidates from marginalized backgrounds. In addition, the study highlights the impact of gaps in arts education at the undergraduate level, which essentially affects low-income students in public schools and shortens their access to higher education. This analysis underscores the need to reform selection criteria with SST, to align admissions practices with constitutional principles of substantive equality and ensure universal and equitable access. The research concludes that despite the progress made by affirmative action policies, the persistence of selective admissions models reinforces structural barriers and inequalities in arts programs. In this sense, changes are proposed to ensure that artistic training spaces also embrace inclusion and social justice in contributing to the transformation of the social and cultural profile of Brazilian public universities.