RESERVATION OF VACANCIES AT STATE PUBLIC UNIVERSITIES: IMPLICATIONS FOR UNIVERSITY TEACHING

This article is premised on equity of opportunity, because it aims to analyze the articulation between the reserve of vacancies of two public universities and university teaching for pedagogical practices that have the purpose of combating race, social and cultural inequality. To this end, it seeks to articulate the theoretical ideas Rodrigues and Garzon (2012), Mantoan (2013), Pimenta and Anastasiou (2005), Booth and Ainscow (2002), and Sawaia (2014) in the constitution of teachers' knowledge for teaching with inclusion; as well as the emerging need for overcoming reproduction paradigms, both of the teaching practices and the processes of formation of these teachers. It raises questions such as: How do different conceptions of disability dialogue in the process of teacher in relation to the fight against race, social and cultural inequality? What evidence does the field of university teaching at two public universities say about experiences of vacancy reserves, which lead to the reduction of inequalities among students benefited by affirmative action policies? It has as method of analysis of content of sources that standardizes as quoted in the University, being searched: Vale do Acarau State University UVA), Sobral, Ceara and State University of Rio de Janeiro (UERJ), Rio de Janeiro, RI Evidence that institutionalizes the policy of affirmative (social quotas) action at UVA and UERJ has expanded or access to university students from public schools, including courses of historically elitist profile.