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BrazilianRacialQuotasystemswithinFederalUniversities

Towhatextentisthenewlawconcerningracialquotasystemsinhighereducationeffectiveinaddressingtheissueofsocialjusticein

Brazil?

LuizaDeMirandaRosaMarques

IB#000788-0##TheAmericanSchooloftheHague

February28,2013HumanRights

Supervisor:VictorFerreiraNumberofwords:3963

L.Marquez000768-0##

Abstract

ThepurposeofthisinvestigationistoanalyzeBrazil’sracialquotasystemsand

itseffectinthecountrieshighereducation.Theresearchquestionbeing

addressedis“Towhatextentisthenewlawconcerningracialquotasystemsin

highereducationeffectiveinaddressingtheissueofsocialjusticeinBrazil?“The

law(n°12.7111),passedAugust29,2012statesthat50%oftheslotswithin

BrazilianfederaluniversitiesaretobereservedforBrazilianAfrican

descendants(Blackandmulattos)thathavestudiedwithinasystemofpublic

primaryandsecondaryeducations’theirwholelife’s;

ThescopeofthisessayisreviewingthereasonsastowhyTheBrazilianFederal

Legislatorssupportedbythegovernmentchosetoimplementracialquota

policieswithinfederaluniversitiesthroughoutthecountry.Thusthis

investigationalsodefinesandexplorestheconceptofsocialjustice,and

substantiveequalityinordertoevaluatethedifferentperspectivesattainedby

theBrazilianpopulationwithregardstothisLaw.

Itwasconcludedthatthenewadmissionpoliciessetbythequotatoenter

Brazilianpublichighereducationisindeedsociallyjust,andfittingwithin

Brazilians’constitution(CONSTITUTION).

Wordcount:186

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Tableofcontents:

Introduction 1

TheSubstantiveEqualityArises 2

TheDebatewithinBrazilianSociety 5

ObjectorsandSupportersPointofView 6

AnalysisandConclusion 11

WorksCited 13

Appendix1(Lawno12.711,fromAugust29,2012) 17 Appendix2Decreeno7.824,fromOctober11,2012 24

Appendix3:(IBGEGraph) 27

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1

Introduction

AccordingtotheOxfordReference,socialjusticeisdefinedas“the

objectiveofcreatingafairandequalsocietyinwhicheachindividualmatters,

theirrightsarerecognizedandprotected,anddecisionsaremadeinwaysthat

arefairandhonest.”(SocialJustice)

JohnRawls,anAmericanphilosopher,statesthatsocialjusticeisabout

assuringtheprotectionofequalaccesstoliberties,rights,andopportunities,as

wellastakingcareoftheleastadvantagedmembersofsociety.(Rawl)

Hearguesthatalawcanonlybeviewedasunjustifitdoesn’thinderorpromote

equalityofaccesstocivilliberties,humanrights,opportunitiesforhealthyand

fulfillinglives,aswellaswhetheritallocatesafairshareofbenefitstotheleast

advantagedmembersofsociety.(Rawls)

AccordingtoAlexandreVitorinoSilva(LawyerinBrazil’scapital;

Brasilia),inthehistoryoflaw,twonotionsoftheprinciples’ofequalityhave

beenrecurringinconstitutionaltexts.Thefirstistheformalequality,which

prohibitsthestatetoactinanegativediscriminatorymanner,i.e.,toprohibitall

administrativeacts,judicialorlegislativeexpedientsofPublicPower,aimingto

deprivethepublicenjoymentoffundamentalfreedomsoftheindividual,based

oncriteria’ssuchasrace,religionorsocialclass.Thesecondisthesubstantive

equality,whicharguesthat,besidesnotdiscriminatingarbitrarily,thestate

shouldpromotesubstantiveequalityofopportunitiesthroughpublicpolicies

andlaws,inordertoovercomesocialinequalitiesthatarosefromhistorical

events,andculturalsedimentation.(SILVA)

RawlsandSilvabothagreethatthesecondnotionofEqualityabsorbsand

expandsthefirst,becauseformalequalityandsubstantiveequalityare

manifestationsofequalitythroughtwosuccessivegenerationsoffundamental

rights.Thussubstantiveequalitynotonlyprohibitsdiscriminatorytreatment,

butalsorecommendstheimplementationofpublicpoliciestoeradicateor

mitigatetheexistingracialinequality(SILVA).

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2

AccordingtoRawls,socialjusticeisdevelopedaroundtheideaofsocial

contract,wherebypeoplefreelyadheretoanagreementforthebettermentof

society,withoutconsideringtheimplicationsofthepoliciesfortheirownselfish

gain(Rawl).Thusinordertounderstand‘socialcontract’,andthearrangements

itregardsasjustandfair,onemustunderstand,andcriticallyevaluatethree

concepts:Thefirstthepre-politicalconditionofthatcountry,(2)thepolitical

orderestablishedjustaspeoplewerecomingoutofthepre-politicalcondition,

and(3)theactual(possiblyflawed)orderunderwhichwenowlive.(Garret),

TheBrazilianFederalLegislatorssupportedbythegovernmentchoseto

recentlyimplementracialquotapolicieswithinfederaluniversitiesthroughout

thecountry,inordertohindertheexistingracialinequalityregardingAfrican

descendants.ThustheBraziliangovernmentchosetoadheretothenotionofa

substantiveequality.

TheslaveryoftheAfricansduringmorethantwocenturies,playeda

imperativeroleintheactualunbalancedattendanceinhigheducationinstitution

betweenstudentsfromthewhiteraceandfromblackraceorigin.Thewhite

studentscountsforalmost53.7%oftheattendanceinacountryinwhichthe

Blackandmixed(mulato)populationrepresents44.7%(CentralIntelligence

Agency,Brazil).

“YearsofracialoppressionofBrazilianslavesocietyleftscarsthatarereflected

inthedifferentiationodAfricandescendants[…].Theunfairnessofthesystemis

absolutelyintolerable”(STFMinisterLuizFux,votingtheracialquota)

Thequestionthatarisesnowis:Towhatextentisthenewlawconcerningracial

quotasystemsinhighereducationeffectiveinaddressingtheissueofsocial

justiceinBrazil?

TheSubstantiveEqualityArises

OnApril26,2012,inaplenarysessionoftheSupremeCourtofBrazil

(STF),theBrazilianhigherfederaljurisdictionalcourtevaluatedanddiscussed

thelawsuitcommencedin2009bytheDemocratsPoliticalParty(DEM).The

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DEMhopedthattheSupremeCourtwoulddeclarethattheFederalUniversityof

Brasilia(UNB)wasactingagainstBrazilianconstitutionalprinciples,by

implementingin2009,aracialquotasystemwithintheuniversity.What

triggeredthelawsuitwasthefactthatUNBcommencedreserving20%ofits

universityslotsexclusivelyforblackapplicants,andanotheramountforstudent

of’nativeIndian’origin,withouttheentryrequirementoftakingtheregular

universityexams.SinceUNBadoptedthemeasure,severalotherhigher

educationinstitutionsalsostartedadoptingthequotasystem(Sapelli).TheSTF

agreedtheUNBs’racialquotapolicysystemcompliedtotheBrazilian

Constitution,thereforetheadoptionofracialquotasinthefederaleducation

systemwasinline.

Thehistoricaljudgmentwasessentialinordertopassanewlawinthe

BrazilianNationalCongress(ThemainBrazilianLegislativeHouse),establishing

aquotasystemthatembracedtheblackandpoorstudentswhoattendBrazilian

publicschools’(Law12.711,August2012).TheLawappliesto59Federal

Universitiesand38FederaleducationalInstitutionsnationwide,andtogether

withtheSupremeCourts’decision,newmandatoryadmissionpolicywasdrawn.

Thepolicystatesthatnotonlyapercentageofstudentsfromcertainminority

groups,butalsostudentsfrompublicschools,willfacedifferentadmission

requirementswithinpublichigherfederaleducationinstitutions(Presidenta).

Thequotapolicyisclearandmandatoryforallfederalinstitutions,whilst

optionalfortheprivateeducationinstitutionswhoareallowedtoimplementthe

systemandestablishtheirownpercentageofthequota(Presidenta).Asa

countrywithafederalsystemofgovernment,Brazilcomprises27states(federal

entities),thatareequallyindependenttodecideiftheywilladoptornotthe

quotasystemintheirstates’educationalinstitutions.(Brazil)

InAugust22,2012,whentheBrazilianpresidentDilmaRoussefsigned

thenewlaw,theBraziliangovernmentstatedthattheywerehopefulthatthis

legalmeasure(turningmandatory50%ofslotsreservedtopoorblackstudents

frompublicschools,plusanadditional20%ofslotsreservedforblackstudents

ingeneral,whichisequivalenttoa70%slotreservationwithinthesefederal

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publicuniversitiesorinstitutions),wouldincreasethenumberofpoorstudents

ofAfricandescent(includingblackandmulattos)throughoutthecountryin

Brazils’highereducationinstitutions(PortalBrasil).Thelawseekstoreverse

theracialandincomeinequalitythathaslongscarredandcharacterizedBrazil,a

countrywithmorepeopleofAfricanheritagethananynationoutsideofAfrica

(Romero).

ThedecisionfromtheSupremeCourt(STF)andtheLawembracingthe

quotasystem,representsthatinpractice,despiteBrazilbeingademocratic

nation,peoplecannotbeconsideredequalbecausetheyarenottreatedequally

andthereforedonotbestowthesameopportunities(Portal).Thedecision

representsthattheSTFandtheLegislatorsunderstandthattosomeminority

ethnicalgroupstheStatehastheobligationtograntspecialprotectioninthe

educationareaandbycreatingprivilegesanddifferentrightstheStateisnot

actingagainsttheConstitutionalprinciples.Theynamethisphenomena

“AffirmativeAction”,whichstandforpoliciespromotinginclusionrightstoan

excludedgroup(Pojman).AccordingtotheSupremeFederalMinister,“

‘affirmativeactions’areinclusionpoliciesandmechanismsdesignedbypublic

andprivateorgans,withjurisdictionalpower,targetingaConstitutionalgoal,

worldwideknown-effectiveequalityofopportunitiesthatallhumansare

entitled”-JoaquimB.BarbosaGomes(Segalla).

Morethanadozenprivateuniversitieshaveadoptedthisquotasystem,

eveniftheyaren’tobligedtodosobytheBrazilianGovernment.Several

BrazilianstateshavealsoimplementedtheBrazilianquotawithintheirpublic

stateeducationalinstitutions,andnowadaystherearemorethan50%ofState

Universitiesadoptingthequotasystem(ex:UERJRiodeJaneiro,Universitystate

ofBrazil,etc…).Allstudent’smustprimarilypassanadmissions’exam,inorder

togainanentryacceptancetoauniversity;howeverbylaw,thefederal

institutionswhichhadthequotasimplemented,cannotcomparethegradesof

thestudent’soutsidethescopeofthequotas,withthegradesobtainedbythe

student’swhoarewithinthescopeofthequotas(Halbritter).

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TheDebatewithinBrazilianSociety

ThecreationofquotasysteminFederalPubliceducationinstitutionsin

Brazilwasinthelastdecadeandstillissubjectofintensedebateinthesociety.

Tounderstandthepolemicitisimportanttoocontextualizethesubjectnotonly

throughhistorybutalsoregardingtheeducational,economicandsocialpolicies

assumedbytheBraziliangovernmentinthelastcentury.

TheBrazilracialstructureisoneofthetriggersforthedebate.Brazilisa

multiculturalcountryinwhichtheafrodescendantsgroupisalargeportionof

thepopulation(44.7%)(CentralIntelligenceAgency).Thereasonastowhy

AfrodescendantsaresuchalargegroupinBrazil’ssocietyderivesfromthelong

periodofslavery,whichcommencedapproximatelyintheyear1530,andended

only350yearsafter,inMay13,1888(Bueno).Despitetheformalendingof

slaverymostoftheAfricandescendantswereilliterateandwereonlyskilledto

workintheagricultural,mininganddomestic(Household)segments.Thustheir

lackofeducation,andworkingskillsledlargepartoftheonceslavepopulation,

topersistworkingandlivinginthelandsoftheirpreviousownersfordecades,

underthesameboisterousconditions.ThefactisthattheBrazil’ssocietydidnot

developpublicpoliciesaimingtoincludetheslavesdescents,untilthelast

century(Bueno).

SeveralresearcherswithinBrazilstudiedthetopicofinequalityduring

thelastcentury.Theyattributedtheinequalityreasonsinparttothecountry

persistencyandgrowthfactors,whichdatebacktoBrazil’scolonialera;suchas

theIberianinfluence,patternsoftenureoflandholdingsandthealready

mentionedslavery(Santana).Itisevidentthatthesevariablescontributed

heavilytotheBrazilianinequality,whichpersistedforcenturiesatdeplorable

levels.However,socialinequalityinBrazilhasbeenperceivedinrecentdecades,

notaspre-modernheritage,butasaresultoftheeffectivemodernization

processthattookthecountryfromtheearlynineteenthcentury.Alongwiththeir

owneconomicdevelopment,povertyalsogrew,socialdisparities-education,the

blatantconcentrationofincome,unemployment,hungerthatafflictsmillionsof

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6

Brazilians,malnutrition,infantmortality,pooreducation,violence,etc...These

areexpressionsofthelevelreachedbythesocialinequalitiesinBrazil.(Santana)

Theeffectsofthehistoricfactorstogetherwiththeotherunderlinedsocialissues

mentionedinthetwoparagraphsabove,intheeducationsector,areevident

whenanalyzingthetablebelow,whichportraystheracialdistributionbasedon

educationallevelamongstBraziliansaged18-24in2011[seeAppendix3]

(Brazil).

IBGEData2011 Whites Blacks&Mulattos

Primary 4,5% 11,8%

Secondary 24,1% 45,2%

HigherEducation 65,7% 35,8%

ObjectorsandSupportersPointofView

Ontopofallthisfactual,socialandhistoricalinformation,inorderto

understandthecurrentpolemic,itisalsoimportanttoacknowledgethe

concernsandtheadvantagesthatrespectivelytheobjectorsandthesupporters

ofthequotasystemmaintain

Theobjectorsofthequotasystemsince2009arguethattheuniversities

adoptionofthesystemcreatesacollisionwiththebasicprincipleofademocratic

societyandtheBrazilianConstitution(whichstatesthatallareequalintheeyes

ofthelaw).Thishighlightstheobjectorspointofview,thatcertaingroupsare

nottreatedequally,anddeservecertainprivilegeswithintheBraziliansociety.

TheattorneyfromtheDEM,whilesustainingherclientdemandintheSupreme

Courtstated:“TheimpositionofaStatemodelracialoriented,obviouslybrings

perverseconsequencesforidentityformationofanation[…].Thereisnotgood

racism.Thereisnotpoliticallycorrectracism.Allracismisevilandmustbe

avoided”(Fajardo)

Criticsfollowingthesamespeechhavesuggestedthattheracialhatred

wouldbeinstalledwithinuniversityclassrooms,whileblacksandwhiteswould

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createimaginaryboundaries/wallsbetweenthem(Sapelli).Theobjectorsalso

statethattheriseinthequotawillsubsequentlydevaluethequalityofeducation

withinthepublicuniversities,giventhatthestudentsacceptedtothese

institutionsinattributiontothequotashavehadarelativelypooracademic

background,inrespectstotheweakpublicelementaryandsecondarylearning

(Romero).Critics’affirmedthatthequotaswoulddemeananddegradethe

educationallevelwithinuniversities.Theyalsostatedthattheunitholders

wouldneveraccompanythepaceoftheircolleagues,whichwouldresultinthe

withdrawaloftheblacksandpoorwhobenefitedfromthisinclusionprogram.

Thetraditionalistsprophesiedthattheshareholderswouldbeapprovedwith

vexatiousgrades,incomparisonwiththeothergroupofstudentswhowere

morecapable,smartandastute.Thecriticsstatedthattheinsegregationandthe

mediocrityofunitholderswithintheclassroomswouldresultintheendofthe

prestigiousBrazilianacademicworld(Frayssinet).

Someofthosecriticsarehighschoolstudentswhohaveundergonea

privatesystemofeducation.Themajorityofthesestudents’statethatthenew

policieswillimpedethemfromacquiringaslotwithinthoseuniversities,solely

duetothefactthattheyhavebeenexposedtoamoreprivilegededucational

systemandlife,andthattheirskincolorisalsoeffectingtheiropportunities.

Theyarguethatitisnotsociallyjustfortheir‘slots’withinanyBrazilianFederal

andsomePrivateuniversitiestobegrantedtoalessequipped,andexperienced

individual,duetothecoloroftheirskin,andfinancialbackgrounds’,

unrewardingtheiracademicexpertise(SILVA).

ThemostgruelingconcernswithinBrazil’sformerpopulation,regards

thefurtherimpactthesequotasmighthavewithinthequalityofeducation

offeredinsidethesefederalinstitutions(thepublicand/orstateuniversities);

thepopulationsbiggestfearisthatthequalityoflearningwillbediminished,and

thattheprivateuniversitieswillthusbemoreprestigiousinregardswith

academicformation(Sapelli).Therefore,isitsociallyjusttobringdownthe

qualityandlevelofeducationwithinasociety,inordertopropitiateallpersons’

toattainthesameeducationalopportunities?

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DuringtheDEM,whilevotingforthequotasystem,theSupremeCourt

MinisterRosaWeberdeclared,“Ifblacksdonotcometotheuniversities

obviouslydonotshareequaltermswiththesamechancesofwhites.Ifthe

amountofwhitesandblackswerebalancedcouldbesaidthatthecolorfactoris

notrelevant.ItseemsunreasonabletoreducesocialinequalityinBraziltoa

economiccriterion”.(Fajardo)

Thesupportersofthequotasystemdefendthatthegapbetweentherich

minorityandtheimpoverishedmajorityisdeepandbecomingdeeperasthe

concentrationofwealthandtheconsequentsocialinequalityareincreasingly

frightening.Forthesupportersthecreationofthelegaltoolofquotassymbolizes

thebeginningprocesstofixthecentralproblem,whichistheStates’inabilityof

providingallitscitizensthesamelevelofsubstantiveequality(Sameaccessto

health,food,opportunitiesandeducation)(Halbritter).Theyconstantlyremind

societythatthereisadebtthewhitepopulationhastopayforhavingsupported

forcenturiestheBrazilianslaverypolicy,inwhichblacks’weretreatedas

animals,withnorights,andwerealsoforbiddentolearnhowtoreador

write(Strucchi).Theyhavestrongaffirmativeargumentsthatrelatetothe

enforcementofthequotasystemmeasures’andLaw.Theystatethat

notwithstandingthecountrymulticulturalaspect,peoplewhostatethatthereis

noracialdiscriminationwithinBraziliansocietyisextremelynaïveandeluded

fromthemisconceptionthatblindsandsurroundsthem,withinthemiddleclass

population(Santana).

InBrazilthewhitemiddleclassrarelylives’alongsidepeoplewith

differentskincolors’,whichmighttosomeextentexplainthepersisting

unchangingdiscontentfromtheBrazilianmiddleclassregardingthesenew

governmentalpolicies(Camargo).TheblackandhalfblackpopulationinBrasil

in2011countsfor51%ofitsapproximately193millionpeople.Althoughonly

35,8%ofblackandhalfblackreachedthehighereducationlevelwhilethesame

levelisreachedby65,7%ofwhiteswhoareagedbetweeneighteentotwenty-

fouryears(IBGE).Accordingtothesupporters,isthetimeforthewhitesociety

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toallowblackstudentstohaveabettereducation,toenablethemtoattainbetter

opportunitieswithintheworkmarketinthefuture(Segalla).“Allthestudents’

whobenefitfromtheracialQuotasystemsaretheone’swhowerealwaysthe

numberoneintheirclassesinthepublicschoolsystems,andwhosewillingness

tosucceedsurpassedallofthoseoftheirclassmates”-RicardoVieiralvesde

Castro(Segalla).Theunitholdersarethestudentswhohavealwaystriedtheir

bestinordertosucceedwithintheeducationalsystemtheywerein.“Education

isamodifyingandcivilprocessthatshowstheextentinwhichknowledgecan

instigatemajorchanges(Segalla).

RecentdatareleasedfromtheRiodeJaneirostateuniversity(UERJ),has

shownthatthegapinstudents’performanceisnotsonegativeastheobjectors

fear.Recentresearchwithintheeconomiccoursesintheuniversity,portrayed

thatthereisjustagapof11%inthefinalgradesbetweentheunitholdersand

theotherstudents(Romero)

Bothsideshavegoodargumentsandfairconcerns.Notwithstandingthe

stridesmadebythenationtoredeemsocialinequalitywithinthelastdecade,

Brazilstillprevailsasoneoftheworld’smostunequalsocieties(Frayssinet).

Littleoralmostnothingwasdonetoimprovethestandardsofthepublicprimary

andsecondaryschoolings’.Theteachersarepoorlyremuneratedandtheschools

havebeennotproperlymaintained(Camargo).Thechildthatstartspublic

schoolingattheageof5or6,andthroughoutthecourseoftheirprimaryand

secondaryeducation,willnothavethesamestandardofeducationand

tool/materialsthananyotherchildofhis/herageinprivateschooling(Fajardo).

Thegovernmenthoweverstressesits’hope,thatbyestablishingthese

percentilesforadmissionofstudentsfrompublicschooltopublichigher

educationwillredistributeeducationopportunitiesamongstthepopulation

(Halbritter).MinisterCarmenLúcia,onoftheSupremeCourtMinistersdeclared

duringthejudgmentofthequotas:“Theaffirmativeactionsarenotthebest

options.Bestoptionistohaveasocietyinwhicheveryoneisfreetobewhatthey

wanttobe.Thequotaisonestep,onepath,aneedinasocietywhereitdidnot

happennaturally”(Clark).

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AccordingtoRicardoVieiralvesdeCastro,unitholdersseetheracial

quotasystemastheirbiggestchancetorisesociallyinlife;theirlackof

opportunitiesthroughouttheirlifehavemadethemcherishandexploitthelittle

opportunitiestheBraziliangovernmentispropitiatingthemtosucceed.They

commenceuniversitywithamedianperformance,butthroughouttheuniversity

theirgradesendupequalingorsurpassingthegradesoftheircolleagues.(Clark)

Therefore,thedropoutratesofstudentsininclusionprogramsarelowandin

severaluniversitiesthestudents’dropoutrateisgreateramongstthenon-unit

holders(Student’soutsidethescopeofthequota)thantheunitholders

(Student’swithinthescopeofthequota)(Segalla).Withadiplomainhand,

withinBraziliansociety,unitholdersreachbetterpositionswithintheworking

market,thantheywouldhavebeenunabletoachievewithoutaprestigious

universitydiploma(Emory).Theyhavebeengivenachancetotransformtheir

socialgroup,andwillbefinanciallyequippedtoprovideabetterfutureand

educationfortheirchildren.

TheUERJ(StateUniversityofRiodeJaneiro)hasexaminedthegradesof

hisstudentsforthepast5years.Theunitholderstookonaverageamedianof

6.41whiletheotherstudents’obtainedamedianof6.37points(Segalla).

TheQuotasystemhasundoubtedlythusfarattainedsolelypositiveoutcomes’.

BlackstudentsarepresentlymoreabundantwithinHighereducation

environments’.Thecurrentpercentileof6%bestowedbyblacksstudentswho

havesuccessfullyacquiredahighereducationdegreeisbewilderingcomparedto

15yearsagowhenblacks’occupiedamere2percentileintheoverallpercentage

ofuniversitygraduateswithinBrazil(Emory).Howeverthisoverallpercentileis

longawayfrombeingviewedasanaccomplishment.TheUnitedStatesof

Americahasa13percentileofits’population,consideredtobefromAfrican

descent,thathavesuccessfullycompletedandacquiredahighereducation

degree(CentralIntelligenceAgency).Thus,approximatelyhalfofBrazils’

population(44.7%)isconsideredtobeblackormulatto.(CentralIntelligence

Agency,Brazil)

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WiththerecentLawapprovalthatregulatesthequotasystemwithinthe

federalpublicuniversities,itispredictedthatuntil2016,twentyfivepercentof

thetotalslotswillbereservedtoblacksormulattostudents’;thenextgeneration

willcometoknowaevenmoreprofoundchangeandtransformation(Segalla).

AnalysisandConclusion

Itcannotbedeniedthatthecitizenswhohavelowlevelsofeducationare

lesslikelytoreachahighsocialstatus,toexerciseanoccupationofprestigeand

tobewellpaid.Thisgroupthusincludesthemembersoftheblackrace,orin

otherwords,thelesseconomicallyfavorablecitizenswithinthecurrentBrazilian

society;

Privateschoolstudentshavebeenexposedtoanoverallbettersystemof

educationcomparedtostudentsfrompublicprimaryandsecondaryschools

aroundthenation(Camargo).Primaryandsecondaryprivateschoolstudents,

arethusmoreenlightenedwithregardstothefieldofstudytheyhavedecidedto

pursueasafuturecareer,resultinginanunjustcompetitionbetweenastudent

fromaprivateschooloverastudentfromapublicschoolforaslotinafederal

university.

Nodoubtthenewadmissionpoliciessetbythequotatoenterthe

Universitylevelissociallyjust,becauseitisofgreatbenefittotheleast

advantagedmembersofthatsociety(Rawls).Howevertheyshouldn’timpede

thegovernmentfromimplementingtherightandurgentrepairswithinthe

Brazilianpubliceducationsystem.Ithasbeenalotofyearsofunbalanced

competition,whichcanbetemporarilycorrectedwithdifferentrulesforcertain

people.Howeverthegovernmentcannotforgetthattheymustpursuethebasic

democraticprinciple:“everybodyhastobeconsideredequalintheeyesofthe

Law”(CONSTITUTION).“Anexceptionisbeingmadetocorrectpastmistakes,

howeverBrazilshouldavoidtotreatthislegalinstrumentasanunendinglaw,

butratherasaninterimone”NatáliaStrucchi(Strucchi).

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Takingtheresearchquestionintoaccount:Towhatextentisthenewlaw

concerningracialquotasystemsinhighereducationeffectiveinaddressingthe

issueofsocialjusticeinBrazil?ThisinstrumentisusefulforBrazils’current

period,inthesensethatitwillpropitiateallmembersoftheminoritygroups

(mainlyAfricandescendants,comprisedofblackandmulatos),theopportunity

toadvancefasterwithinBraziliansociety.However,thisinstrumentisnotsolely

capabletosortoutthecurrentsocialinequalitiessufferedbythisminority

group.Thegovernmentshouldsimultaneouslyworkhardtosolvetheexisting

socialandadministrativeproblemsthatrelatetothisissue,by:(1)Offering

teachersabetterstandardofacademictraining;(2)Payingteachersfrommiddle

andsecondarypublicschools’ajustsalary;(3)Providinganequalanddecent

healthcaresystemtoall;(4)Providingequalaccesstoagoodqualitynutrition;

and(5)Reorganizingtheprimaryandsecondarypublicschools’,byextending

theirschoolperiodsforaminimumof7hours,andgrantingits’studentswitha

freebreakfastandlunch.

Itwouldhavebeenwisetosetatimelimittothelaws’validity,inorderto

stimulatethegovernmenttoworkfasterinfixingtheseothersocialinequalities.

Thusafteracertainperiodoftime,thisminoritygroup,wouldfinallyacquirethe

rightconditions’toreachthestandardofeducation,thatcurrentlytheyare

naturallyimpededaccessto(Strucchi).

Thedebateisaliveandwillremainthiswayforlong.Iamcertainthatthe

Braziliansocietyisalreadycontributingtothesuccessofthequotasystem.Iam

optimisticthatafteraperiodoftime,withthelawinplace,andthegovernments’

concomitantcontributions,theunitholderswillpossesthesameabilityto

competeforaslotatagooduniversity,withouttheaidofthesequotas.

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Comp. Roberto Cavararo. 29th ed. Rio De Janeiro: IBGE, 2012. Print. Estudos

E Pesquisas Informação Demográfica E Socioeconomica.

"Brazilâs Supreme Court Confirms University Quota System for Afro-descendents."

MercoPress. MercoPress, 18 May 2012. Web. 28 Feb. 2013.

Bueno, Eduardo. "O Brasil Dos Escravos." Brasil: Uma História. São Paulo: Atica,

2003. 124-35. Print.

Camargo, Orson. "Desigualdade Social." Brasil Escola. 2002-2013 BrasilEscola.com,

n.d. Web. 14 Sept. 2013.

"Central Intelligence Agency, Brazil." The World Factbook. N.p., n.d. Web. 14 Sept.

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"Central Intelligence Agency." The World Factbook. N.p., n.d. Web. 15 Sept. 2013.

<https://www.cia.gov/library/publications/the-world-factbook/geos/us.html>.

Clark, Carol. "Analysis Finds Benefits to Racial Quotas in Brazilian Higher

Education." Web Log Post. Emory University EScience Commons. Blogger.,

29 Aug. 2012. Web. 28 Feb. 2013.

Congresso Nacional Do Brasil. "LEI No 12.711, DE 29 DE AGOSTO DE 2012."

Diário Oficial Da União Ano CXLIX No- 169. República Federativa Do

Brasil, Imprensa Nacional, 30 Aug. 2012. Web. 14 Sept. 2013.

CONSTITUTION OF THE FEDERAL REPUBLIC OF BRAZIL 1988,

Planalto.gov.br § Article 5 (1998). Print. Brasília, 5 of October

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Emory University. "Analysis Finds Benefits to Racial Quotas in Brazilian Higher

Education."ScienceDaily, 7 Sep. 2012. Web. 14 Sep. 2013.

Fajardo, Vanessa. "'Supercampeã' Entra Em Harvard E Em Mais 5 Universidades

Americanas." Educação. 2012 Globo Comunicação E Participações S.A., 01

Apr. 2012. Web. 14 Sept. 2013.

Frayssinet, Fabiana. "INTER PRESS SERVICE." IPS â“ Quotas in Brazil's Public

Universities to Democratise Education. IPS-Inter Press Service, 15 Aug. 2012.

Web. 28 Feb. 2013.

Garret, Jan. "Rawls' Mature Theory of Social Justice." People.wku.edu. N.p., 24 Aug.

2005. Web. 15 Sept. 2013.

<http://people.wku.edu/jan.garrett/ethics/matrawls.htm>.

Halbritter, Luciana De Oliveira Leal. "O Sistema De Cotas Raciais Como Ação

Afirmativa No Direito Brasileiro." Revista Da EMERJ Summer 2005: 104-23.

Rio De Janeiro, v. 8, N.31. Web. 1 Sept. 2013.

<http://escolalivrededireito.com.br//wp-content/uploads/2011/11/O-Sistema-

de-Cotas-Raciais-como-Acao-Afirmativa-no-Direito-Brasileiro.pdf>.

IBGE. "Terra." Terra. Terra Uol, 28 Nov. 2012. Web. 4 Sept. 2013.

Ministério Da Educação E Cultura Do Brasil. "Perguntas Frequentes."

Portal.mec.gov.br. Ministério Da Educação, n.d. Web. 14 Sept. 2013.

<http://portal.mec.gov.br/cotas/perguntas-frequentes.html>.

Pojman, Louis P. "NO The Case Against Affrimative Action." Is Affirmative Action

Fair? Vol. 12. N.p.: International Journal of Applied Philosophy, 1998. 319-

27. International Journal of Applied Philosophy. Ucblibraries.colorado.edu.

Web. 1 Sept. 2013.

<http://ucblibraries.colorado.edu/circulation/ereserves/pdfs/courses/FALL/PH

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IL%201200,%20KING/ON%20COURSE%20NOW/CASE%20AGAINST%2

0AFFIRMATIVE%20ACTION.pdf>.

Portal Brasil. "Implementação Da Lei De Cotas Em 2013 Será Exigida Por Decreto -

Portal Brasil." Implementação Da Lei De Cotas Em 2013 Será Exigida Por

Decreto - Portal Brasil. Portal Brasil, 08 Oct. 2012. Web. 14 Sept. 2013.

Portal Brasil. "Implementação Da Lei De Cotas Em 2013 Será Exigida Por Decreto -

Portal Brasil." Implementação Da Lei De Cotas Em 2013 Será Exigida Por

Decreto - Portal Brasil. Portal Brasil, 08 Oct. 2012. Web. 14 Sept. 2013.

Presidenta Da República Do Brasil. "DECRETO No 7.824, DE 11 DE OUTUBRO

DE 2012." Diário Oficial Da União [Brasília] 15 Oct. 2012, No 199,

Segunda-feira, 15 De Outubro De 2012 ed., sec. 1: 06. Print.

"Quota System Law & Legal Definition." Quota System Law & Legal Definition.

2001-2013 USLegal, Inc., n.d. Web. 14 Sept. 2013.

Rawls, John. "What Is Social Justice?" Department of Government and Justice

Studies. Ed. Matthew Robinson. Appalachian State University, n.d. Web. 14

Sept. 2013. <http://gjs.appstate.edu/social-justice-and-human-rights/what-

social-justice>.

Romero, Simon, Lis Horta Moriconi, and Taylor Barnes. "Brazil Enacts Affirmative

Action Law for Universities." The New York Times. The New York Times, 31

Aug. 2012. Web. 28 Feb. 2013.

Santana, Sidnei. "Por Que Temos Tanta Desigualdade Social?" Web Log Post. Brasil

Libertário. Blogspot, 30 July 2009. Web. 17 Aug. 2013.

Sapelli, Fernando. "Brazil Approves Racial Quotas in Higher Education English The

World Is Talking, Are You Listening?" Global Voices. Trans. Debora Baldelli.

Creative Commons Attribution 3.0, 5 May 2012. Web. 20 Aug. 2013.

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SILVA, Alexandre Vitorino. O Desafio Das Ações Afirmativas No Direito Brasileiro.

Jus Navigandi, Teresina, ano 7, n. 60, 1 nov. 2002 . Disponível

Em:<http://jus.com.br/artigos/3479>. Acesso Em: 14 Set. 2013.

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<http://www.oxfordreference.com/view/10.1093/oi/authority.2011080310051

5279>.

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Dirigida [Rio De Janeiro] 22 Jan. 2008: 12. Print.

http://www.folhadirigida.com.br/ http://www.clipping.uerj.br/0012216_v.htm

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Appendix1:Leino12.711,de29deAgostode2012,andTranslationofLawno12.711,fromAugust29,2012

9/15/13 L12711

www.planalto.gov.br/ccivil_03/_ato2011-2014/2012/Lei/L12711.htm 1/2

Presidência da RepúblicaCasa Civil

Subchefia para Assuntos Jurídicos

LEI Nº 12.711, DE 29 DE AGOSTO DE 2012.

Mensagem de veto

Regulamento

Dispõe sobre o ingresso nas universidades federais e nas

instituições federais de ensino técnico de nível médio e

dá outras providências.

A PRESIDENTA DA REPÚBLICA Faço saber que o Congresso Nacional decreta e eu sanciono a seguinte

Lei:

Art. 1o As instituições federais de educação superior vinculadas ao Ministério da Educação reservarão,

em cada concurso seletivo para ingresso nos cursos de graduação, por curso e turno, no mínimo 50% (cinquenta

por cento) de suas vagas para estudantes que tenham cursado integralmente o ensino médio em escolas

públicas.

Parágrafo único. No preenchimento das vagas de que trata o caput deste artigo, 50% (cinquenta por

cento) deverão ser reservados aos estudantes oriundos de famílias com renda igual ou inferior a 1,5 salário-­

mínimo (um salário-­mínimo e meio) per capita.

Art. 2o (VETADO).

Art. 3o Em cada instituição federal de ensino superior, as vagas de que trata o art. 1

o desta Lei serão

preenchidas, por curso e turno, por autodeclarados pretos, pardos e indígenas, em proporção no mínimo igual à

de pretos, pardos e indígenas na população da unidade da Federação onde está instalada a instituição, segundo

o último censo do Instituto Brasileiro de Geografia e Estatística (IBGE).

Parágrafo único. No caso de não preenchimento das vagas segundo os critérios estabelecidos no caput

deste artigo, aquelas remanescentes deverão ser completadas por estudantes que tenham cursado

integralmente o ensino médio em escolas públicas.

Art. 4o As instituições federais de ensino técnico de nível médio reservarão, em cada concurso seletivo

para ingresso em cada curso, por turno, no mínimo 50% (cinquenta por cento) de suas vagas para estudantes

que cursaram integralmente o ensino fundamental em escolas públicas.

Parágrafo único. No preenchimento das vagas de que trata o caput deste artigo, 50% (cinquenta por

cento) deverão ser reservados aos estudantes oriundos de famílias com renda igual ou inferior a 1,5 salário-­

mínimo (um salário-­mínimo e meio) per capita.

Art. 5o Em cada instituição federal de ensino técnico de nível médio, as vagas de que trata o art. 4

o

desta Lei serão preenchidas, por curso e turno, por autodeclarados pretos, pardos e indígenas, em proporção no

mínimo igual à de pretos, pardos e indígenas na população da unidade da Federação onde está instalada a

instituição, segundo o último censo do Instituto Brasileiro de Geografia e Estatística (IBGE).

Parágrafo único. No caso de não preenchimento das vagas segundo os critérios estabelecidos no caput

deste artigo, aquelas remanescentes deverão ser preenchidas por estudantes que tenham cursado integralmente

o ensino fundamental em escola pública.

Art. 6o O Ministério da Educação e a Secretaria Especial de Políticas de Promoção da Igualdade Racial,

da Presidência da República, serão responsáveis pelo acompanhamento e avaliação do programa de que trata

esta Lei, ouvida a Fundação Nacional do Índio (Funai).

Art. 7o O Poder Executivo promoverá, no prazo de 10 (dez) anos, a contar da publicação desta Lei, a

revisão do programa especial para o acesso de estudantes pretos, pardos e indígenas, bem como daqueles que

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TranslationLaw

LawNo.12,711,OFAUGUST29,2012.VetomessageRegulationOffersforadmissiontothepublicuniversitiesandthefederalinstitutionsofmid-leveltechnicaleducationandothermeasures.ThePRESIDENTOFTHEREPUBLICIknowthattheNationalCongressdecreesandIsanctionthefollowingLaw:Article1:FederalinstitutionsofhighereducationlinkedtotheMinistryofEducationwillsetaside,ineachcontestselectionforadmissionsinundergraduatecourses,bycourseandsemesteratleast50%(fiftypercent)oftheirplacesforstudentswhohavecompletedfulleduactioninpublicschools.Singleparagraph.Inthefillingofvacanciesinthecaputofthisarticle,50%(fiftypercent)shouldbereservedforstudentsfromfamilieswithincomesatorbelowminimumwage1.5(oneandahalfminimumwage)percapita.Article2(vetoed).Article3Ineachfederalinstitutionofhigherlearning,thevacanciesmentionedinart.1ofthisLawshallbefulfilledbycourseandsemesterbyself-identifiedblack,mixedraceandindigenous,inproportionatleastequaltothatofblacks,mulattosandindigenouspopulationofthestatewheretheunitisinstalled,accordingtothelatestcensusoftheBrazilianInstituteofGeographyandStatistics(IBGE).Singleparagraph.Incaseofnon-fillingofvacanciesaccordingtothecriteriaestablishedinthisarticle,thoseremainingmustbecompletedbystudentswhohavecompletedfullsecondaryeducationinpublicschools.Article4Thefederalinstitutionsteachingtechnicallevelsetaside,ineachcontestselectiveadmissiontoeachcourse,pershift,atleast50%(fiftypercent)oftheirplacesforstudentswhoattendedfullprimaryeducationinpublicschools.Singleparagraph.Inthefillingofvacanciesinthecaputofthisarticle,50%(fiftypercent)shouldbereservedforstudentsfromfamilieswithincomesatorbelowminimumwage1.5(oneandahalfminimumwage)percapita.Article5Ineachfederalinstitutionteachingtechnicallevel,thevacanciesmentionedinart.4ofthisLawshallbefulfilledbycourseandturnbyself-identifiedblack,mixedraceandindigenous,inproportionatleastequaltothatofblacks,mulattosandindigenouspopulationofthestatewheretheunitis

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installedtheinstitution,accordingtothelatestcensusoftheBrazilianInstituteofGeographyandStatistics(IBGE).Singleparagraph.Incaseofnon-fillingofvacanciesaccordingtothecriteriaestablishedinthisarticle,thoseremainingmustbecompletedbystudentswhohavecompletedthefullprimaryeducationinpublicschool.Article6TheMinistryofEducationandtheSpecialSecretariatforPoliciestoPromoteRacialEquality,thePresidencyshallberesponsibleformonitoringandevaluationofthislaw,heardtheNationalIndianFoundation(FUNAI).Article7TheGovernmentshallpromote,withinten(10)yearsfromthedateofpublicationofthisLaw,thereviewofthespecialprogramforstudentaccessblacks,mulattosandIndians,aswellasthosewhohavecompletedthefullschoolinpublicschools,institutionsofhighereducation.8oinstitutionsreferredtoinArt.1ofthisLawshallimplementatleast25%(twentyfivepercent)ofthereservationofseatsprovidedinthisAct,everyyear,andhaveamaximumtermoffour(4)yearsfromthedateofitspublication,forfullcompliancewiththeprovisionsofthisActArticle9ThisLawshallenterintoforceonthedateofitspublication.Brasília,August29,2012,191and124oftheIndependenceoftheRepublic.RousseffMercadanteMiriamBelchiorLuísInácioLucenaAdamsLuizaHelenaNeighborhoodsGilbertoCarvalho

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Appendix2:Decretono7.824,de11deOutubrode2012,andTranslationof

Decreeno7.824,fromOctober11,2012

9/15/13 Decreto nº 7824

www.planalto.gov.br/ccivil_03/_ato2011-2014/2012/Decreto/D7824.htm 1/3

Presidência da República

Casa Civil

Subchefia para Assuntos Jurídicos

DECRETO Nº 7.824, DE 11 DE OUTUBRO DE 2012

Regulamenta a Lei n

o 12.711, de 29 de agosto de 2012,

que dispõe sobre o ingresso nas universidades federais e

nas instituições federais de ensino técnico de nível

médio.

A PRESIDENTA DA REPÚBLICA, no uso da atribuição que lhe confere o art. 84, caput, inciso IV, da

Constituição, e tendo em vista o disposto na Lei no 12.711, de 29 de agosto de 2012,

DECRETA:

Art. 1o Este Decreto regulamenta a Lei n

o 12.711, de 29 de agosto de 2012, que dispõe sobre o ingresso

nas universidades federais e nas instituições federais de ensino técnico de nível médio.

Parágrafo único. Os resultados obtidos pelos estudantes no Exame Nacional do Ensino Médio -­ ENEM

poderão ser utilizados como critério de seleção para o ingresso nas instituições federais vinculadas ao Ministério

da Educação que ofertam vagas de educação superior.

Art. 2o As instituições federais vinculadas ao Ministério da Educação que ofertam vagas de educação

superior reservarão, em cada concurso seletivo para ingresso nos cursos de graduação, por curso e turno, no

mínimo cinquenta por cento de suas vagas para estudantes que tenham cursado integralmente o ensino médio

em escolas públicas, inclusive em cursos de educação profissional técnica, observadas as seguintes condições:

I -­ no mínimo cinquenta por cento das vagas de que trata o caput serão reservadas a estudantes com

renda familiar bruta igual ou inferior a um inteiro e cinco décimos salário-­mínimo per capita;; e

II -­ proporção de vagas no mínimo igual à de pretos, pardos e indígenas na população da unidade da

Federação do local de oferta de vagas da instituição, segundo o último Censo Demográfico divulgado pelo

Instituto Brasileiro de Geografia e Estatística -­ IBGE, que será reservada, por curso e turno, aos autodeclarados

pretos, pardos e indígenas.

Parágrafo único. Para os fins deste Decreto, consideram-­se escolas públicas as instituições de ensino de

que trata o inciso I do caput do art. 19 da Lei no 9.394, de 20 de dezembro de 1996.

Art. 3o As instituições federais que ofertam vagas de ensino técnico de nível médio reservarão, em cada

concurso seletivo para ingresso nos cursos de nível médio, por curso e turno, no mínimo cinquenta por cento de

suas vagas para estudantes que tenham cursado integralmente o ensino fundamental em escolas públicas,

observadas as seguintes condições:

I -­ no mínimo cinquenta por cento das vagas de que trata o caput serão reservadas a estudantes com

renda familiar bruta igual ou inferior a um inteiro e cinco décimos salário-­mínimo per capita;; e

II -­ proporção de vagas no mínimo igual à de pretos, pardos e indígenas na população da unidade da

Federação do local de oferta de vagas da instituição, segundo o último Censo Demográfico divulgado pelo IBGE,

que será reservada, por curso e turno, aos autodeclarados pretos, pardos e indígenas.

Art. 4o Somente poderão concorrer às vagas reservadas de que tratam os arts. 2

o e 3

o:

I -­ para os cursos de graduação, os estudantes que:

a) tenham cursado integralmente o ensino médio em escolas públicas, em cursos regulares ou no âmbito

da modalidade de Educação de Jovens e Adultos;; ou

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9/15/13 Decreto nº 7824

www.planalto.gov.br/ccivil_03/_ato2011-2014/2012/Decreto/D7824.htm 2/3

b) tenham obtido certificado de conclusão com base no resultado do Exame Nacional do Ensino Médio ­

ENEM, de exame nacional para certificação de competências de jovens e adultos ou de exames de certificação

de competência ou de avaliação de jovens e adultos realizados pelos sistemas estaduais de ensino; e

II ­ para os cursos técnicos de nível médio, os estudantes que:

a) tenham cursado integralmente o ensino fundamental em escolas públicas, em cursos regulares ou no

âmbito da modalidade de Educação de Jovens e Adultos; ou

b) tenham obtido certificado de conclusão com base no resultado de exame nacional para certificação de

competências de jovens e adultos ou de exames de certificação de competência ou de avaliação de jovens e

adultos realizados pelos sistemas estaduais de ensino.

Parágrafo único. Não poderão concorrer às vagas de que trata este Decreto os estudantes que tenham,

em algum momento, cursado em escolas particulares parte do ensino médio, no caso do inciso I, ou parte do

ensino fundamental, no caso do inciso II do caput.

Art. 5o Os editais dos concursos seletivos das instituições federais de educação de que trata este

Decreto indicarão, de forma discriminada, por curso e turno, o número de vagas reservadas.

§ 1o Sempre que a aplicação dos percentuais para a apuração da reserva de vagas de que trata este

Decreto implicar resultados com decimais, será adotado o número inteiro imediatamente superior.

§ 2o Deverá ser assegurada a reserva de, no mínimo, uma vaga em decorrência da aplicação do inciso II

do caput do art. 2o e do inciso II do caput do art. 3o.

§ 3o Sem prejuízo do disposto neste Decreto, as instituições federais de educação poderão, por meio de

políticas específicas de ações afirmativas, instituir reservas de vagas suplementares ou de outra modalidade.

Art. 6o Fica instituído o Comitê de Acompanhamento e Avaliação das Reservas de Vagas nas

Instituições Federais de Educação Superior e de Ensino Técnico de Nível Médio, para acompanhar e avaliar o

cumprimento do disposto neste Decreto.

§ 1o O Comitê terá a seguinte composição:

I ­ dois representantes do Ministério da Educação;

II ­ dois representantes da Secretaria de Políticas de Promoção da Igualdade Racial da Presidência da

República; e

III ­ um representante da Fundação Nacional do Índio;

§ 2o Os membros do Comitê serão indicados pelos titulares dos órgãos e entidade que representam e

designados em ato conjunto dos Ministros de Estado da Educação e Chefe da Secretaria de Políticas de

Promoção da Igualdade Racial da Presidência da República.

§ 3o A presidência do Comitê caberá a um dos representantes do Ministério da Educação, indicado por

seu titular.

§ 4o Poderão ser convidados para as reuniões do Comitê representantes de outros órgãos e entidades

públicas e privadas, e especialistas, para emitir pareceres ou fornecer subsídios para o desempenho de suas

atribuições.

§ 5o A participação no Comitê é considerada prestação de serviço público relevante, não remunerada.

§ 6o O Ministério da Educação fornecerá o suporte técnico e administrativo necessário à execução dos

trabalhos e ao funcionamento do Comitê.

Art. 7o O Comitê de que trata o art. 6

o encaminhará aos Ministros de Estado da Educação e Chefe da

Secretaria de Políticas de Promoção da Igualdade Racial da Presidência da República, anualmente, relatório de

avaliação da implementação das reservas de vagas de que trata este Decreto.

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TranslationDecree

DecreeNo.7824,OF11OCTOBER2012RegulatesLaw12.711,ofAugust29,2012,whichprovidesfortheadmissionintofederaluniversitiesandthefederalinstitutionsoftechnicaleducationlevel.ThePRESIDENTOFTHEREPUBLIC,inexerciseofthepowersgrantedbyart.84,caput,sectionIVoftheConstitution,andinviewoftheprovisionsofLaw12,711,ofAugust29,2012,herebydecrees:Article1ThisLawregulatesDecree12.711,ofAugust29,2012,whichprovidesfortheadmissionintofederaluniversitiesandthefederalinstitutionsoftechnicaleducationlevel.Singleparagraph.TheresultsobtainedbystudentsintheNationalHighSchool-ENEMmaybeusedasselectioncriteriaforadmissionintofederalinstitutionslinkedtotheMinistryofEducationthatofferplacesofhighereducation.Article2ThefederalinstitutionslinkedtotheMinistryofEducationthatofferhighereducationspacessetaside,ineachcontestselectiveadmissioninundergraduatecourses,bycourseandshiftatleastfiftypercentoftheirplacesforstudentswhohavecompletedthefullteachinginpublicschools,includingcareertechnicaleducationcourses,subjecttothefollowingconditions:I-atleastfiftypercentofthevacanciesmentionedaboveshallbereservedforstudentswithgrossfamilyincomeequaltoorlessthanonepointfiveminimumwagespercapitaII-proportionofvacanciesatleastequaltothatofblacks,mulattosandindigenouspopulationintheunityofthelocalFederationofvacanciesoftheinstitution,accordingtothelatestCensusreleasedbytheBrazilianInstituteofGeographyandStatistics-IBGE,whichwillbereservedpercourseandturntoself-identifiedblack,mulattoandindigenous.Singleparagraph.ForpurposesofthisDecree,areconsideredpublicschoolseducationalinstitutionsreferredtoinparagraphIofthechapeauofArt.19ofLawNo.9.394,ofDecember20,1996.Article3Thefederalinstitutionsthatofferjobteachingmiddle-leveltechnicalsetaside,ineachcontestselectiveadmissioninundergraduatelevel,forstrokeandturn,atleastfiftypercentoftheirplacesforstudentswhohavecompletedthefullschoolfundamentalinpublicschools,subjecttothefollowingconditions:I-atleastfiftypercentofthevacanciesmentionedaboveshallbereservedforstudentswithgrossfamilyincomeequaltoorlessthanonepointfiveminimumwagespercapita,andII-proportionofvacanciesatleastequaltothatofblacks,mulattosandindigenouspopulationintheunityofthelocalFederationofvacanciesoftheinstitution,accordingtothelatestCensusreleasedbyIBGE,whichwillbereservedforcourseandturntoself-declaredblacks,mulattosandIndians.Article4mayonlycompeteforseatsreservedfortreatingthearts.2and3:

L.Marquez000768-0##

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I-forundergraduatestudentswho:a)havefullyattendedhighschoolinpublicschools,inregularcoursesorunderthemodalityofEducationforYouthandAdults,orb)haveobtainedcertificateofcompletionbasedontheresultsoftheNationalSurveyofSecondaryEducation-ENEM,nationalexaminationforcertificationofskillsforyouthandadultsorcertificationexamsorassessmentofcompetenceofyoungadultsconductedbystatesystemsteaching,andII-coursesformid-leveltechnicians,students:a)havefullyattendedelementaryschoolinpublicschools,inregularcoursesorunderthemodalityofEducationforYouthandAdults,orb)haveobtainedcertificateofcompletionbasedontheresultofthenationalexaminationforcertificationofskillsforyouthandadultsorcertificationexamsorassessmentofcompetenceofyoungadultsconductedbystatesystemsofeducation.Singleparagraph.CannotcompeteforjobsthatthisDecreestudentswhohave,atsomepoint,attendedprivateschoolsintheschool,inthecaseofsubsectionI,orpartoftheschool,inthecaseofsectionIIofthecaput.Article5ThenoticesofcontestsselectivefederalinstitutionsofeducationinthisDecreeshallstateandbrokendownbycourseandturn,thenumberofvacanciesreserved.§1WhenapplyingthepercentageforcalculatingthereserveplacesofthisDecreecauseactualresultswithdecimals,willbeadoptedthenexthigherwholenumber.§2shouldbeensuredreservesofatleastonevacancyduetotheapplicationofsectionIIofthechapeauofArt.AndthesecondclauseofArticleIIofthecaption.3rd.§3WithoutprejudicetotheprovisionsofthisDecree,thefederalinstitutionsofeducationmay,bymeansofspecificpoliciesofaffirmativeaction,establishingreservesadditionalvacanciesorothermodality.Section6isherebyestablishedtheCommitteeforMonitoringandEvaluationofReservesofjobsinFederalInstitutionsofHigherEducationandTechnicalEducationMiddleLevel,tomonitorandevaluatecompliancewiththisDecree.§1TheCommitteeshallhavethefollowingcomposition:I-tworepresentativesoftheMinistryofEducation;II-tworepresentativesoftheSecretariatofPoliciesforthePromotionofRacialEqualityofthePresidency,andIII-arepresentativeoftheNationalIndianFoundation;§2ThemembersoftheCommitteeshallbeappointedbytheholdersoftheorgansandbodyrepresentingandappointedinajointactoftheStateMinistersofEducationandHeadoftheSecretariatforPoliciestoPromoteRacialEqualityofthePresidency.§3TheChairoftheCommitteeshallbebyarepresentativeoftheMinistryofEducation,indicatedbyitsproprietor.

L.Marquez000768-0##

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§4maybeinvitedtomeetingsoftheCommitteerepresentativesfromotheragenciesandpublicandprivateentities,andexpertstoexpressopinionsorprovidesubsidiesfortheperformanceofitsduties.§Participationinthe5thCommitteeisconsideredpublicservicerelevantunpaid.§6TheMinistryofEducationwillprovidetechnicalandadministrativesupportneededtocarryouttheworkandfunctioningoftheCommittee.Article7TheCommitteereferredtoinArt.6thforwardtotheMinistersofStateforEducationandHeadoftheSecretariatforPoliciestoPromoteRacialEqualityofthePresidencyannuallyreportevaluatingtheimplementationofreservationsforspacesinthisDecree.8oinstitutionsreferredtoinArt.Secondimplementatleasttwenty-fivepercentofreserveplaceseveryyear,andwillhaveuntilAugust30,2016forfullcompliancewiththeprovisionsofthisDecree.Article9TheMinistryofEducationwillpublishtheadditionalactsnecessaryfortheimplementationofthisDecree,providing,amongotherthings,on:I-thewayofverificationandproofofgrosshouseholdincomementionedinitemIofthechapeauofArt.AndthesecondclauseofArticleIofthehead.Third,andII-thecalculationformulasandcriteriaforfillingthevacanciesreservedofthisDecree.Article10.ThefederalagenciesandentitiesmustadoptthenecessarymeasuresfortherealizationofthisDecreewithinthirtydaysfromthedateofitspublication.Article11.ThisDecreeshallenterintoforceonthedateofitspublication.Brasilia,October11,2012,191and124oftheIndependenceoftheRepublic.RousseffJoséEduardoCardozoMercadanteGilbertoCarvalhoLuizaHelenaNeighborhoods

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Appendix3:IBGEGraph3.4(Gráfico3.4)