Affirmative actions in terms of special rights:Confronting structural violence in Brazilian higher education

Made available in DSpace on 2019-10-04T12:14:17Z (GMT). No. of bitstreams: 0 Previous issue date: 2019-07-01Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)In this article, the authors interpret affirmative actions with reference to structural violence, which is accompanied by legitimizing discourses that tend to make discrimination appear natural and unquestionable. They illustrate the extension of structural violence in Brazilian society with particular reference to access to higher education. It has been common to talk about some groups of students as having special needs. However, the authors see groups of students suffering structural violence as being groups with special rights, and explore affirmative actions through the notion of special rights. The authors find that special-rights terminology establishes the discussion of affirmative actions in higher education in a broader and, at the same time, more profound conceptual framework related to interpretations of social justice. Simultaneously, special-rights terminology brings an educational specificity to the discussion of affirmative actions. Thus, the authors see affirmative actions as being both a general sociopolitical and specific educational challenge.Univ Fed Alfenas, Dept Math, 700th Gabriel Monteiro da Silva St, BR-37130001 Alfenas, MG, BrazilAalborg Univ, Dept Learning & Philosophy, Aalborg, DenmarkState Univ Sao Paulo, Dept Math Educ, Sao Paulo, BrazilState Univ Sao Paulo, Dept Math Educ, Sao Paulo, BrazilCAPES: 2014/05584-

Impactos de políticas de avaliação institucional: um estudo de caso no sistema de ensino naval brasileiro Impactos de políticas de evaluación institucional: un estudio de caso en el sistema de enseñanza naval brasileño Impacts of policies of institutional evaluation: a case study in the brazilian naval system

O presente artigo trata de um estudo de caso referente à avaliação institucional no Sistema de Ensino Naval, a partir de uma perspectiva multicultural que busca trabalhar as tensões inerentes ao processo avaliativo, levando em conta a missão institucional da Marinha, sua especificidade identitária e cultural, as influências híbridas entre discursos do SINAES e os da qualidade total em educação e a necessidade de reconhecer a diversidade cultural nela própria inerente, como organização multicultural. Concluímos, sugerindo que o olhar multicultural pode ajudar na compreensão de possíveis caminhos pelos quais a avaliação institucional possa avançar no processo de crescimento de instituições e atores educacionais.<br>El presente artículo trata de un estudio de caso referente a la evaluación institucional en el Sistema de Enseñanza Naval, a partir de una perspectiva multicultural que busca analizar las tensiones inherentes al proceso evaluativo. Considera la misión institucional de la Marina, su identidad específica y cultural, las influenzas híbridas entre los discursos del SINAES y aquellos de la calidad total en educación, bien como, la necesidad de reconocer la diversidad cultural característica de una organización multicultural. Concluyendo, se sugiere que la visión multicultural pode ayudar en la comprensión de los caminos posibles para el avanzo del proceso de crecimiento de las instituciones y actores educacionales.<br>The present article analyses a case study of institutional evaluation in the Brazilian naval education system, from a multicultural perspective that seeks to address the tensions inherent to evaluative processes. It takes into account the institutional mission of the naval education system, its singular cultural identity, as well as the hybrid influences of the SINAES discourses and those of total quality in education, besides the need to recognise cultural diversity within its own space as a multicultural organisation. We conclude by suggesting that multiculturalism can help in the understanding of possible ways by which institutional evaluation may help institutions and their actors grow