Human rights: university education in the perspective of law, citizenship and social inclusion

Abstract

The university reforms that occurred in Brazil, before the promulgation of the Federal Constitution of 1988, did not mitigate the historical debt that the country accumulated, over the decades, with the population of students from disadvantaged classes, about access and permanence in higher education. The inclusion policies at this level of education, adopted in the last decade of the 20th century and the first two decades of the 21st century, have given rise to a policy of mitigating this debt. In this sense, it would be appropriate to evaluate the inclusion of these groups of students who were once excluded from higher education, from the perspective of law, citizenship, and social inclusion. The main objective of the research was to conduct studies on educational policies aimed at reserves of higher education, in the context of Human Rights (HD), citizenship, and no social inclusion.  The methodology used in this research has a dual approach that covers both qualitative and quantitative analysis. In addition to these factors, a collection of government documentation, articles, books, theses, and dissertations, among others, was also elaborated.  Results and diverse evidence point to an advance in the inclusion and university education of benefits students from job reservations in Brazil. This fact marks progress in the struggle for Human Rights (HD), in the exercise of Citizenship, and the social inclusion of higher education in the country.

DOI: https://doi.org/10.56238/methofocusinterv1-071