<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822009000300002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ações afirmativas na Educação Superior: o que acadêmicos brasileiros podem aprender da experiência americana]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Somers]]></surname>
<given-names><![CDATA[Patrícia]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jones]]></surname>
<given-names><![CDATA[Catherine]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A02">
<institution><![CDATA[,University of Texas at Austin  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2009</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2009</year>
</pub-date>
<volume>32</volume>
<numero>03</numero>
<fpage>246</fpage>
<lpage>251</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822009000300002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822009000300002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822009000300002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo discute a história das ações afirmativas na educação dos Estados Unidos, da filosofia das ações afirmativas e do mérito do discurso para a educação, bem como reflete sobre a experiência americana. Refere-se, também, ao acesso à Educação Superior de jovens provenientes de classes minoritárias, brasileira e americana, examinado a importância da conexão da educação e da qualidade de vida. Chama atenção, ainda, para as relações que podem ser feitas pela educação brasileira, considerando a experiência americana.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article discusses the history of affirmative action in the U.S. in education, the philosophy of affirmative action, the discourse of merit in education, and ends with a reflection on the American experience. Access to Higher Education in Brazil and USA, for minority youth is important because of the connection education and quality of life. It calls attention also with American experience and Brazilian realities.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ações Afirmativas]]></kwd>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="en"><![CDATA[Affirmative Action]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>A&ccedil;&otilde;es  afirmativas na Educa&ccedil;&atilde;o Superior: o que acad&ecirc;micos brasileiros podem aprender da  experi&ecirc;ncia americana.</h2> <h3>Affirmative action in Higher Education: what Brazilian  academics can learn from the American experience.</h3>     <p>&nbsp;</p> <h4>Patr&iacute;cia Somers, Catherine Jones    <br> </h4> </font>      ]]></body><back>
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