<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062022000100227</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v32.n.65.s15882</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Perfil dos estudantes oriundos de cotas étnico-raciais do IFMG, câmpus avançado Ipatinga]]></article-title>
<article-title xml:lang="en"><![CDATA[Profile of students from ethnic-racial quotas of the IFMG, Ipatinga advanced campus]]></article-title>
<article-title xml:lang="es"><![CDATA[Perfil de estudiantes de cuotas étnico-raciales de IFMG, campus avanzado Ipatinga]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mesquita]]></surname>
<given-names><![CDATA[Juliana Schneider]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Modesto]]></surname>
<given-names><![CDATA[Cátia Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Helainne Vianey Gomes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[Vitória Espírito Santo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Arcos Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Bambuí Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>32</volume>
<numero>65</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062022000100227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062022000100227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062022000100227&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho teve por objetivo realizar uma análise preliminar da política de acesso e permanência de estudantes do Curso Técnico em Automação Industrial Integrado ao Ensino Médio no ano de 2019, por meio de ações afirmativas étnico-raciais do Instituto Federal de Educação, Ciência e Tecnologia de Minas Gerais (IFMG), campus avançado Ipatinga. À luz da estatística descritiva e análise qualitativa, traçou-se o perfil desses estudantes. Este estudo visa contribuir para as discussões relacionadas às políticas de ações afirmativas no âmbito do ensino médio, uma vez que a maioria dos estudos foca o âmbito do ensino superior e, mais recentemente, da pós-graduação. As conclusões parciais deste estudo apontam para a necessidade de desenvolver ações que vão além da garantia de acesso por via das cotas e do auxílio financeiro para permanência. É preciso que o Estado proponha e execute ações que assegurem a construção de uma escola democrática e acolhedora das diferenças, no âmbito da política de educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work sought to perform a preliminary analysis of the access and permanence policy for students of the Technical Course in Industrial Automation Integrated to High School in 2019 through ethnic-racial affirmative actions of the Federal Institute of Education, Science, and Technology de Minas Gerais (IFMG), Ipatinga Advanced Campus. To this end, the profile of these students was drawn in the light of descriptive statistics and qualitative analysis. Considering that most studies on the theme focus on Higher Education or, more recently, on Graduate Studies, this study aims to contribute to discussions on affirmative action policies in the context of High School. The results indicate the need for developing actions that go beyond guaranteeing access through quotas and financial assistance for permanence; rather, the State must propose and implement actions that ensure the construction of a school that is both democratic and welcoming towards differences within the scope of education policy.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo tuvo como objetivo realizar un análisis preliminar de la política de acceso y permanencia de los estudiantes del Curso Técnico en Automatización Industrial Integrado a la Educación Secundaria, en 2019, a través de acciones afirmativas étnico-raciales del Instituto Federal de Educación, Ciencia y Tecnología de Minas Gerais (IFMG), campus Avanzado de Ipatinga (Brasil). A la luz de la estadística descriptiva y el análisis cualitativo, se trazó el perfil de estos estudiantes. Este estudio se propone contribuir a las discusiones relacionadas con las políticas de acción afirmativa en el contexto de la educación secundaria, ya que la mayoría de los estudios se centran en la educación superior y, más recientemente, en los estudios de posgrado. Las conclusiones parciales de este estudio apuntan a la necesidad de desarrollar acciones que van más allá de garantizar el acceso mediante cuotas y ayudas económicas para la permanencia estudiantil. Es necesario que el Estado proponga y ejecute acciones que aseguren la construcción de una escuela democrática y acogedora para las diferencias, en el ámbito de la política educativa.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Acesso]]></kwd>
<kwd lng="pt"><![CDATA[Permanência]]></kwd>
<kwd lng="pt"><![CDATA[Cotas raciais]]></kwd>
<kwd lng="pt"><![CDATA[Ensino médio]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Access]]></kwd>
<kwd lng="en"><![CDATA[Permanence]]></kwd>
<kwd lng="en"><![CDATA[Racial quotas]]></kwd>
<kwd lng="en"><![CDATA[High school]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Acceso]]></kwd>
<kwd lng="es"><![CDATA[Permanencia]]></kwd>
<kwd lng="es"><![CDATA[Cuotas raciales]]></kwd>
<kwd lng="es"><![CDATA[Escuela secundaria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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