Acesso e inclusão na UFRR: as percepções dos TAE concursados via ações afirmativas entre 2008 a 2024

Abstract

This study aims to investigate the perceptions of Thechnical-Administrative Education Staff (TAE), recruited throught affirmative action policies at the Federal University of Roraima (UFRR) between 2008 and 2024, regarding their acess to and inclusion within the institution. Considering the diligent work of the qualification committee, the current theme results from a redefinition agreed upon between the research advisor and the author, in order to meet the requirements raised by the esteemed committee during its evaluation. Based on the specific objectives, this study aimed to: (a) map the legal and regulatory framework that governed, between 2008 and 2024, public competitive examinations for permanent Technical-Administrative Staff (TAE) at the Federal University of Roraima (UFRR) conducted through affirmative action policies, identifying the relevant public notices, laws, and resolutions; (b) characterize the profile of TAE staff hired through affirmative action policies at UFRR during the period under study, considering job positions and distribution by quota modality; and (c) analyze how access conditions, challenges, and facilitating factors influence the inclusion of these staff members in everyday institutional life, identifying the impact of affirmative action policies on their professional trajectories.The examples that justified the present research were: its originality, as it is focused on the category of Technical-Administrative Staff (TAE) at the Federal University of Roraima (UFRR); the importance of affirmative action policies in ensuring the legal reservation of positions for Persons with Disabilities (PwD) and Black individuals in public competitive examinations; and the opportunity to discuss a topic whose social, political, and academic scope and relevance have never been so prominent. The methodology is grounded in the principles of the qualitative approach, with a field research design, characterized by the direct collection of information from the population under study. This population was defined according to the following inclusion criteria: (1) voluntary participation in the research; and (2) TAE staff hired at UFRR through affirmative action policies, who entered the institution between 2008 and 2024 through positions specifically reserved for PwD and Black individuals. The following participants were excluded from the study: (1) individuals who did not agree to participate in the research; and (2) TAE staff hired at UFRR through affirmative action policies who entered the institution outside the 2008–2024 period in positions reserved for PwD and Black individuals. In the data collection phase, the study primarily used the Fala.BR Platform as the official channel for obtaining institutional information from UFRR’s administrative units, as well as the application of individual questionnaires, administered via Google Forms, to TAE staff hired through affirmative action policies. These questionnaires addressed participants’ access to and inclusion within UFRR. The collected materials were transcribed and analyzed in accordance with the theoretical and methodological framework of Research Line 2 – Education and Inclusive Processes, of the Graduate Program in Education (PPGE/UFRR). Based on the adopted methodology, the study proved to be feasible, as it employed an instrumental framework capable of constructing pathways to address the research problem. This is particularly relevant given that affirmative action policies, by their potential to dismantle barriers and inequalities, remain committed to strengthening a public service in which inclusion and respect advance together. In this sense, UFRR is constituted as an active agent in combating racism, ableism, and other forms of prejudice or social exclusion. However, on the other hand, the institution shows limitations regarding advances in access and inclusion, particularly in relation to the opening of public competitive examinations with positions reserved for PwD and Black individuals. This limitation is due to UFRR’s administrative dependence on the state for the implementation of affirmative action policies—a condition identified as one of the study’s findings.