<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982020000100295</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698231759</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ORIGEM ESCOLAR E ACESSO À EDUCAÇÃO SUPERIOR: ANÁLISE DA OCUPAÇÃO DE VAGAS DE AÇÕES AFIRMATIVAS NA UFRGS]]></article-title>
<article-title xml:lang="en"><![CDATA[SCHOOL BACKGROUND AND ACCESS TO HIGHER EDUCATION: ANALYSIS OF THE OCCUPATION OF AFFIRMATIVE ACTION QUOTAS AT UFRGS]]></article-title>
<article-title xml:lang="es"><![CDATA[ORIGEN ESCOLAR Y ACCESO A LA EDUCACIÓN SUPERIOR: ANÁLISIS DE LA OCUPACIÓN DE VACANTES DE ACCIÓN AFIRMATIVA EN UFRGS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CAREGNATO]]></surname>
<given-names><![CDATA[CÉLIA ELIZABETE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[HARLON ROMARIZ RABELO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FELIN]]></surname>
<given-names><![CDATA[LOURENÇO BRITO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982020000100295&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982020000100295&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982020000100295&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O artigo analisa a relação entre a heterogeneidade das escolas públicas e a ocupação das vagas da política de ações afirmativas na Universidade Federal do Rio Grande do Sul (UFRGS). A partir da literatura sobre estratificação escolar em sociologia da educação, assume-se a existência de um quase-mercado escolar na rede pública, com escolas regulares e diferenciadas. Os dados explorados referem-se aos ingressos do ano de 2017. A metodologia, de cunho quantitativo, privilegiou análises descritivas, cruzamentos simples e medidas básicas de associação, caracterizando-se como um estudo exploratório. Os resultados mostram que os egressos das escolas regulares têm um acesso proporcionalmente menor às vagas reservadas na modalidade que não considera renda ou cor/raça. Esse fenômeno ocorre de forma mais intensa nos cursos mais concorridos. Considerando a heterogeneidade entre escolas públicas, a forma atual de ingresso na educação superior pública favorece egressos da escola pública diferenciada frente aos egressos da regular. Entende-se que esse fato caracteriza um limite na correção da distorção no acesso à educação superior pública federal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The article analyzes the relation between the heterogeneity of public schools and the occupation of undergraduate student places reserved by the affirmative action policy at the Universidade Federal do Rio Grande do Sul (UFRGS). Based on the literature on educational stratification developed within Sociology of Education, this article assumes a quasi-market on public education, with regular and differentiated schools. The data explored in this article refer to students admitted in 2017. The quantitative methodology comprised descriptive analyses, crosstabulation, and basic measures of association, characterizing an exploratory study. The results show that students from regular public schools have a more limited access to reserved places in the quotas which do not consider income or race. This phenomenon is more intense in the most competitive programs. Considering the heterogeneity among public schools, the current procedures favor the admission in public higher education of graduates from differentiated public schools rather than students who attended regular public schools. This fact is understood as a limit in the remediation of distortions in the access to federal public higher education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El artículo analiza la relación entre la heterogeneidad de las escuelas públicas y la ocupación de las vacantes de acción afirmativa en la Universidad Federal de Rio Grande do Sul (UFRGS). A partir de la teoría sobre la estratificación escolar desarrollada en la sociología de la educación, asumimos la existencia de un casi-mercado escolar en el sector público de educación, con escuelas regulares y diferenciadas. Los datos explorados se refieren a los entrantes de 2017. La metodología, de naturaleza cuantitativa, empleó el análisis descriptivo, los cruces simples de variables y las medidas básicas de asociación, caracterizándose como un estudio exploratorio. Los resultados muestran que los estudiantes de las escuelas regulares tienen un acceso proporcionalmente menor a los lugares reservados en la modalidad que no considera renta o color/raza. Este fenómeno ocurre más intensamente en los cursos más competitivos. Considerando la heterogeneidad entre las escuelas públicas, la forma actual de acceso a la educación superior pública favorece a los graduados de las escuelas públicas diferenciadas en comparación a las regulares. Se entiende que este hecho caracteriza un límite para corregir la distorsión en el acceso a la educación superior pública federal.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ações afirmativas]]></kwd>
<kwd lng="pt"><![CDATA[estratificação educacional]]></kwd>
<kwd lng="pt"><![CDATA[escola pública]]></kwd>
<kwd lng="pt"><![CDATA[quase-mercado escolar]]></kwd>
<kwd lng="pt"><![CDATA[educação superior]]></kwd>
<kwd lng="en"><![CDATA[affirmative actions]]></kwd>
<kwd lng="en"><![CDATA[educational stratification]]></kwd>
<kwd lng="en"><![CDATA[public school]]></kwd>
<kwd lng="en"><![CDATA[school quasi-market]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="es"><![CDATA[acciones afirmativas]]></kwd>
<kwd lng="es"><![CDATA[estratificación educacional]]></kwd>
<kwd lng="es"><![CDATA[escuela pública]]></kwd>
<kwd lng="es"><![CDATA[casi-mercado escolar]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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