Justiça distributiva e a Lei de Cotas para o Ensino Superior
Data
2019-03-25
Autores
Santos, Elenir Aparecida dos [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente dissertação verificou a discussão que houve no Supremo Tribunal Federal na Ação de Descumprimento de Preceito Fundamental 186, que resultou no reconhecimento da constitucionalidade das ações afirmativas para o ensino superior e foi normatizada por meio da Lei 12711/2012. Para tal, observou-se a fixação do sistema de cotas no ensino superior sob a ótica do repertório de teoria de justiça, em especial pela perspectiva de ser pertinente ou não a aplicação dos princípios norteadores da justiça distributiva, de acordo com a abordagem dos teóricos Rawls e Dworkin, tendo em vista que ambos apresentam em suas obras a possibilidade de enquadramento da educação como um dos recursos escassos ou primários, a ser distribuído. Pela aproximação de alguns preceitos existentes sobre liberdade ou igualdade abordados por outros teóricos, tais como o desenvolvimento das capacidades, preceituado por Sen, ou do reconhecimento, como apresentado por Honneth e Fraser, foi permitido que tais princípios também compusessem esse estudo, pois estão presentes no debate atual sobre justiça distributiva ou redistribuição de recursos. A linha de investigação orientou-se por meio da pesquisa bibliográfica a respeito de teoria de justiça distributiva, justiça como equidade, distribuição de recursos, política de cotas, reconhecimento. A abordagem sobre as políticas públicas denominadas de ações afirmativas, ainda que estas não se restrinjam ao estabelecimento de cotas no acesso à educação, se fez por meio da verificação da discussão ocorrida na ADPF 186, que possibilitou o debate nacional sobre a implementação de tais políticas, bem como de suas aplicações no sistema nacional como formas de acesso ao ensino superior nas instituições públicas, quer estaduais ou federais. Por meio da análise do material que compôs a ADPF 186, observou-se os aspectos teóricos e filosóficos que embasaram o posicionamento dos atores públicos e da sociedade que estiveram presentes no debate com vista a um melhor entendimento das razoes que fundamentaram as ações afirmativas para o ensino superior no brasil. Palavras-chaves: justiça distributiva; justiça como equidade; distribuição de recursos; política de cotas; reconhecimento.
This dissertation verified the discussion that occurred in the Federal Supreme Court in the Action of Breach of Basic Precept 186, which resulted in the recognition of the constitutionality of affirmative actions for higher education and was regulated by Law 12711/2012. For this, it was observed the fixation of the quota system in higher education from the perspective of the repertoire of justice theory, especially from the perspective of whether or not it is relevant to apply the guiding principles of distributive justice, according to the theoretical approach Rawls and Dworkin, considering that both present in their works the possibility of framing education as one of the scarce or primary resources to be distributed. By the approximation of some existing precepts on liberty or equality addressed by other theorists, such as the development of abilities, as prescribed by Sen, or of recognition, as presented by Honneth and Fraser, it was allowed that such principles also composed this study, since they are present in the current debate on distributive justice or redistribution of resources. The research line was guided by bibliographical research on the theory of distributive justice, justice as equity, distribution of resources, quota policy, recognition. The approach to public policies known as affirmative action, even if these are not restricted to the establishment of quotas on access to education, was verified through the discussion in the ADPF 186, which made possible the national debate on the implementation of such policies, as well as its applications in the national system as forms of access to higher education in public institutions, whether state or federal. Through the analysis of the material that made up the ADPF 186, we observed the theoretical and philosophical aspects that supported the positioning of the public and society actors who were present in the debate with a view to a better understanding of the reasons behind affirmative action for the higher education in Brazil.
This dissertation verified the discussion that occurred in the Federal Supreme Court in the Action of Breach of Basic Precept 186, which resulted in the recognition of the constitutionality of affirmative actions for higher education and was regulated by Law 12711/2012. For this, it was observed the fixation of the quota system in higher education from the perspective of the repertoire of justice theory, especially from the perspective of whether or not it is relevant to apply the guiding principles of distributive justice, according to the theoretical approach Rawls and Dworkin, considering that both present in their works the possibility of framing education as one of the scarce or primary resources to be distributed. By the approximation of some existing precepts on liberty or equality addressed by other theorists, such as the development of abilities, as prescribed by Sen, or of recognition, as presented by Honneth and Fraser, it was allowed that such principles also composed this study, since they are present in the current debate on distributive justice or redistribution of resources. The research line was guided by bibliographical research on the theory of distributive justice, justice as equity, distribution of resources, quota policy, recognition. The approach to public policies known as affirmative action, even if these are not restricted to the establishment of quotas on access to education, was verified through the discussion in the ADPF 186, which made possible the national debate on the implementation of such policies, as well as its applications in the national system as forms of access to higher education in public institutions, whether state or federal. Through the analysis of the material that made up the ADPF 186, we observed the theoretical and philosophical aspects that supported the positioning of the public and society actors who were present in the debate with a view to a better understanding of the reasons behind affirmative action for the higher education in Brazil.
Descrição
Palavras-chave
justiça distributiva, justiça como equidade, distribuição de recursos, política de cotas, reconhecimento, distributive justice, justice as equity, distribution of resources, quota policy, recognition