<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812012000300015</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Políticas públicas de ações afirmativas para ingresso na educação superior se justificam no Brasil?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Haas]]></surname>
<given-names><![CDATA[Celia Maria]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Linhares]]></surname>
<given-names><![CDATA[Milton]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A15">
<institution><![CDATA[,Universidade Cidade de São Paulo Programa de Mestrado em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A15">
<institution><![CDATA[,Ministério da Educação (MEC) Conselho Nacional de Educação (CNE) ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2012</year>
</pub-date>
<volume>93</volume>
<numero>235</numero>
<fpage>836</fpage>
<lpage>863</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812012000300015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812012000300015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812012000300015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Tem por finalidade analisar o sistema de cotas, uma das ações afirmativas de políticas públicas que visam a assegurar o ingresso, no ensino superior, de segmentos sociais discriminados. No Brasil, a gritante desigualdade social, o preconceito, a baixa qualidade da educação oferecida nas escolas públicas de ensino fundamental e médio, a pobreza e a marginalização aprofundam e perpetuam a discriminação e dificultam o acesso ao ensino superior. Neste contexto, o sistema de cotas, desde que não baseado exclusivamente no critério de raça, sem ferir a autonomia universitária e com mecanismos para garantir a aprendizagem e permanência dos cotistas, pode contribuir para resgatar a dignidade da pessoa humana, reparar injustiças históricas contra determinado grupo social e concretizar o preceito constitucional de igualdade de direitos e de oportunidades para todos os cidadãos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper examines the quotas system, affirmative action from a public policy aimed at ensuring access to higher education for broken down social segments. In Brazil, the glaring social inequalities, many prejudices, the low quality of education offered in public schools of basic and secondary education, the poverty and marginalization deepen and perpetuate the discrimination making difficult the access to higher education. In this context, the system of quotas, since that is not based only on the criterion of race, without hurting the university autonomy and with mechanisms to ensure the learning and shareholder’s permanence, can help rescue the dignity of the human person, repairing historical injustices against a certain social group and implement the constitutional provision of equal rights and opportunities for all citizens.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas Públicas]]></kwd>
<kwd lng="pt"><![CDATA[Ações Afirmativas]]></kwd>
<kwd lng="pt"><![CDATA[Responsabilidade Social]]></kwd>
<kwd lng="pt"><![CDATA[Cotas]]></kwd>
<kwd lng="pt"><![CDATA[Universidade]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="en"><![CDATA[Public Policies]]></kwd>
<kwd lng="en"><![CDATA[Affirmative Action]]></kwd>
<kwd lng="en"><![CDATA[Social Responsibility]]></kwd>
<kwd lng="en"><![CDATA[Quotas]]></kwd>
<kwd lng="en"><![CDATA[University]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Pol&iacute;ticas p&uacute;blicas de a&ccedil;&otilde;es  afirmativas para ingresso na educa&ccedil;&atilde;o superior se justificam no Brasil?</h2> <h3>Are affirmative action public policies for higher education admission  justified in Brazil?</h3>     <p>&nbsp;</p> <h4>Celia Maria Haas, Milton  Linhares    <br> </h4> </font>      ]]></body>
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