Resumo

LEITE, Miriam Soares  e  SILVA, Verônica de Souza. Racial quotas in high school: Identification processes and critical intercultural dialogue. Educ. Puc. [online]. 2016, vol.21, n.3, pp.295-310. ISSN 2318-0870.  https://doi.org/10.5965/151939932112016295.

The establishment of racial quotas for admission into high schools of the federal education network, since the implementation of Law 12,711/12, has raised new issues for academic research on the subject of affirmative action and the fight against racism in school education. Given the specificities of basic education, we inquire, in this article, the impact of inclusion of racial bias in the system of quotas for admission in the high school Colégio Pedro II, a traditional and valued educational institution in Rio de Janeiro. Based on the critical intercultural perspective - in dialogue with Gayatri Spivak, Stuart Hall and Vera Candau - we present a summary of the questioning of the interviews carried out with administrators and high school teachers of this institution regarding the new context concerning the establishment of racial quotas, according to two axes of interpretation: the identification of Afro-Brazilian students; promotion of critical intercultural dialogue. Based on the studies on affirmative action and racism in education, developed by authors such as Antônio Sergio Guimarães, Kabengele Munanga and Nilma Lino Gomes, we conclude that the affirmative action with racial bias is relevant at this level of education, not only for historical reparation for Afro-Brazilian population in the country, can promote education for racial relations of all those in school.

Palavras-chave : Affirmative action; Intercultural education; High school; Identification; Racism..

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