<?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>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782020000300206</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n54.17325</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A DEMOCRATIZAÇÃO DO ACESSO AO ENSINO SUPERIOR NO BRASIL É UM INSTRUMENTO DE JUSTIÇA SOCIAL? POSSIBILIDADES E DESAFIOS NA FORMAÇÃO DE PROFESSORES]]></article-title>
<article-title xml:lang="en"><![CDATA[IS DEMOCRATIZATION OF ACCESS TO HIGHER EDUCATION IN BRAZIL AN INSTRUMENT OF SOCIAL JUSTICE? POSSIBILITIES AND CHALLENGES IN TEACHER TRAINING]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Veras]]></surname>
<given-names><![CDATA[Renata Meira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Daiane da Luz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<numero>54</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782020000300206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782020000300206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782020000300206&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As ações afirmativas desempenham papel fundamental no processo de democratização do acesso ao ensino superior no Brasil, principalmente nos cursos de formação inicial de professores que possuem grande representatividade das classes menos favorecidas. Diante disso, este estudo teve como questão: de que maneira os estudantes de licenciatura da Universidade Federal da Bahia percebem sua presença no ensino superior e utilizam os conhecimentos adquiridos nesse espaço como educadores? A partir de uma perspectiva epistêmica decolonial, o objetivo desta pesquisa foi explorar os significados atribuídos pelos estudantes à experiência de estar no ensino superior evidenciando os desafios da justiça social nesse processo inclusivo. O estudo de caso foi o método utilizado, tendo como instrumentos entrevistas realizadas com 74 estudantes. A partir da análise de conteúdo pudemos agrupar seus relatos em três categorias: o perfil socioeconômico e a escolha pelo curso; os atores sociais no engajamento pela educação de qualidade; e a hierarquização dos saberes popular e científico na Universidade. Mais da metade dos estudantes participantes possuem baixa renda familiar; a maioria é negra e estudou em escola pública; destacaram o reconhecimento da justiça social ao ter acesso ao curso em uma instituição federal de ensino superior; a importância da educação para formação do cidadão; a ênfase do autoconhecimento como processo de educação emancipatória; a necessidade de políticas públicas e institucionais que viabilizem a permanência e a conclusão da formação; e, por fim, a falta de reconhecimento dos conhecimentos prévios que poderiam fazer parte da troca profícua de saberes necessários ao processo educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Affirmative action&#8217;s play an essential role in the process of democratizing access to higher education in Brazil, especially in initial teacher education courses, which have a large representation of the less favored classes. Based on this, this study asked: How do undergraduate students at the Universidade Federal da Bahia perceive their presence in higher education and use the knowledge acquired in this space as educators? From a decolonial epistemic perspective, the goal of this research was to explore the meanings attributed by students to the experience of being in higher education highlighting the challenges of social justice in this inclusive process. The case study was the method used, having as instruments interviews and focus groups conducted with 74 students. From the content analysis we were able to group their reports into three categories: The socioeconomic profile and choice of the course; social actors in the commitment to quality education; and hierarchy of popular and scientific knowledge at the University. More than half of the participating students have a low-income family, most are black and attended public school. Student&#8217;s reports have demonstrated recognition of social justice by having access to the course at a federal higher education institution; the importance of education for citizen formation; the emphasis of self-knowledge as a process of emancipatory education; the need for public and institutional policies that enable the permanence and completion of training; and, finally, the lack of recognition of prior knowledge that could be part of the fruitful exchange of knowledge necessary for the educational process.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Democratização do acesso]]></kwd>
<kwd lng="pt"><![CDATA[Formação inicial de professores]]></kwd>
<kwd lng="pt"><![CDATA[Justiça social]]></kwd>
<kwd lng="pt"><![CDATA[Universidade.]]></kwd>
<kwd lng="en"><![CDATA[Democratization of access]]></kwd>
<kwd lng="en"><![CDATA[Initial teacher education]]></kwd>
<kwd lng="en"><![CDATA[Social justice]]></kwd>
<kwd lng="en"><![CDATA[University.]]></kwd>
</kwd-group>
</article-meta>
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