ABSTRACT
The quotas complete 16 years of experience in state universities. However, since its beginning, intense debates have been registered, whose discussion runs through the ideals of merit and equal conditions. In this context, the article aims to understand from the perspective of university professors’ discourse how justice is manifested in affirmative actions. In methodological terms, qualitative research was conducted through interviews with 26 professors from a public institution. The results show that the majority approaches a discourse of meritocracy, however, without denying the relevance of quotas. It was also observed that, even with data already sufficient for analysis, the speeches are based on predictions, without, however, illustrating experiences for argumentative corroboration. In conclusion, the importance of publicizing information that qualifies the debate is highlighted, as the affirmative action review is expected to take place in the coming years.
affirmative action; justice; higher education; Quota Law; teachers