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Quilombola students in Higher Education: Affirmative access and permanence policies

Abstract

This article deals with a study about the access of Quilombola students to Higher Education, based on research (theses and dissertations) in the area and the analysis of reports by Quilombola students in the context of the Covid-19 pandemic, in an Institution of the Federal Network of Professional and Technological Education. It presents as a general objective to investigate affirmative access and permanence policies for quilombola students and specifically, to reflect on the experience of these students, during remote Teaching in pandemic times. The methodology is based on a qualitative approach of a bibliographic nature and analysis of documents, based on the mapping of studies already carried out and narratives of quilombola students. The results point to the invisibility of certain social groups, such as the quilombolas, in guidelines, data and public policies both for access and permanence. In addition, the lack of assistance to these students through the Permanence Scholarship Program of the Ministry of Education was evidenced, making their presence at the university even more difficult, especially in the period of a health crisis.

Higher Education; Public Policies; Access; Permanence

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