Educação, desigualdade e resistência: os sentidos da política de cotas raciais no ensino médio integrado (Lei nº 12.711/2012) do Instituto Federal do Sertão Pernambucano - Campus Petrolina

Abstract

Access to education for the black population has historically been marked by structural inequalities that reflect a past of exclusion and marginalization. In view of this, this thesis investigates how the racial quota policy, established by Law No. 12,711/2012, is implemented in the Integrated High School of the Petrolina Campus of the Instituto Federal do Sertão Pernambucano (IFSertãoPE), aiming to promote racial equality and equity. The general objective of the research is to analyze the effectiveness of this policy as a strategy for social and educational inclusion, while the specific objectives include describing the process of formulation and implementation, analyzing the role of school management in the consolidation of racial quotas on the Petrolina Campus, and identifying how these policies influence the black identity of students. In the theoretical path, the influence of the school space in the formation of black identity is explored, highlighting it as a place of resistance and construction of an identity in movement. In addition, the trajectory of professional education is traced, from its beginnings, through the consolidation of the Federal Network and the expansion of Integrated High School Education in Federal Institutes, highlighting its relevance for social inclusion and educational development. The research trends on quota policies are also addressed, contextualizing the debate from its origins, the struggles for inclusion, to the most recent updates to the legislation. Methodologically, the research is developed based on approaches to Historical-Dialectic Materialism, adopting a quantitative and qualitative approach, combining documentary analysis instruments and the application of questionnaires. The documentary analysis allowed the examination of selection process notices, regulations and other relevant institutional documents. The questionnaires were applied to Integrated High School students, deepening the discussion about their experiences and perceptions. The results indicate that the racial quota policy contributes significantly to the inclusion of black students, promoting a more diverse and inclusive school environment. However, the research also identifies challenges in implementing these policies, such as the need for greater institutional support and the lack of pedagogical strategies to promote racial equity in the school curriculum. The research also revealed that, despite progress, the campus quota policy is not sufficient to promote racial equality, requiring complementary actions, institutional mechanisms and a continued commitment from management to make the environment truly inclusive and anti-racist. It is concluded that, although the quota policy is an important step towards promoting racial equality, there is a need for complementary actions and a continued commitment from school management to ensure the effectiveness of these policies, strengthen black identity and foster a truly inclusive and anti-racist environment. This analysis reaffirms that education, as part of a broader social justice project, requires overcoming structural barriers that permeate both the school environment and society in general.