All Work Must Be Original In APA Format Properly Cited

All Work Must Be Original In Apa Format Properly Cited It Will Als

All work must be original in APA format and properly cited. You are required to watch "Brazil in Black and White"—PBS on Vimeo.com. The assignment consists of two parts:

1. Explain in your own words the major difference between the Brazilian and American educational systems, providing example(s) from the documentary. This explanation should be at least 250 words.

2. Research the most recent official policy on university admissions of minority students in Brazil. Summarize the policy and cite the source. This summary should also be at least 250 words.

These tasks must be completed and submitted by April 9th, 2020, at 12 noon Eastern Standard Time. All work must be original, formatted according to APA standards, and properly cited. The work will also be submitted to Turnitin for originality verification.

Paper For Above instruction

The comparison between the educational systems of Brazil and the United States reveals fundamental differences rooted in cultural, structural, and policy-related aspects. The documentary "Brazil in Black and White" highlights these disparities through various examples that shed light on the unique challenges and equity issues faced by Brazilian society. In particular, the Brazilian educational system is characterized by a significant gap in access and quality, especially among marginalized groups, compared to the more privatized and inclusive nature of the American system.

One major difference is the level of inequality in educational access. In Brazil, many students from lower socio-economic backgrounds face systemic barriers, including inadequate school infrastructure and lack of resources. The documentary showcases this through the story of Afro-Brazilian students who struggle to access quality education, often attending underfunded schools in impoverished areas. In contrast, the American system, while also facing challenges related to inequality, generally offers more pathways for students to access higher-quality education, such as through public school funding and federal assistance programs.

Additionally, the documentary illustrates that affirmative actions, such as quotas for Afro-Brazilian students in universities, are relatively recent and still evolving. These policies aim to address historical disparities but are met with resistance from different segments of society. Conversely, the United States has a longer history of affirmative actions and diversity initiatives designed to promote inclusion across various racial and socio-economic groups. This difference reflects distinct societal approaches to addressing racial inequalities and educational equity.

In essence, the major difference lies in the systemic inequalities and efforts to redress them. Brazil's educational disparities are deeply rooted in historical inequality and socio-economic stratification, while the U.S. system, despite its flaws, has implemented policies aimed at promoting inclusion and diversity. The documentary serves as a poignant illustration of these issues, emphasizing the need for continued policy reforms and societal acknowledgment of racial and economic disparities in education.

Paper For Above instruction

The most recent official policy on university admissions of minority students in Brazil is the implementation of quotas aimed at increasing access for historically marginalized groups, particularly Afro-Brazilians and indigenous populations. The Affirmative Action Law, enacted in 2012, marked a significant shift towards addressing racial inequalities in higher education. This policy mandates that federal universities reserve a percentage of their seats for students from Afro-Brazilian, indigenous, and other disadvantaged backgrounds, thus promoting greater educational inclusion and social mobility.

The policy’s primary goal is to reduce the pervasive racial disparities that have historically limited access to higher education for Afro-Brazilians and other minorities. The quotas typically reserve around 20% of seats within federal universities for students from public schools who self-identify as Afro-Brazilian or indigenous. Admission under this policy is often based on a combination of biometric identification, socioeconomic status, and self-declared race. This approach is designed to ensure that marginalized communities have a fair chance of attending higher education institutions, which historically have been predominantly attended by students from wealthier, white backgrounds.

Research indicates that the policy has led to increased enrollment of minority students in federal universities, contributing to greater diversity and inclusion. However, it also faces considerable debate and resistance within certain segments of society, some arguing that it might promote reverse discrimination or undermine meritocracy. Nonetheless, the policy aligns with Brazil’s broader efforts to address racial disparities, social inequality, and historical exclusion, recognizing education as a vital avenue for social transformation.

In summary, Brazil’s recent university admissions policy centers on affirmative action and quota systems aimed at boosting enrollment and representation of minority groups, particularly Afro-Brazilians and indigenous students. This approach is part of a broader socio-political effort to combat racial inequality and foster social justice through equitable access to higher education. Continued evaluation and adaptation of these policies are essential to ensure effectiveness and societal acceptance.

References

  • Alves, P. E., & Silveira, J. M. (2018). Education reforms and affirmative action in Brazil: Progress and challenges. Journal of Public Policy, 38(4), 432-448.
  • Brasil Escola. (2020). Política de cotas raciais para universidades públicas. Retrieved from https://www.brasilescola.uol.com.br
  • Glaser, J. (2017). Affirmative action in Brazil: The impact of quota policies on university access. Social Policy & Administration, 51(1), 124-138.
  • Martins, L. E. (2019). Racial inequality and higher education in Brazil: A critical review. International Journal of Educational Development, 66, 70-78.
  • Ministério da Educação. (2019). Política de ações afirmativas nas universidades federais. Brasília, DF: MEC.
  • Rodrigues, E. V., & Pereira, A. F. (2020). Diversity policies in Brazilian universities: Progress and obstacles. Higher Education Policy, 33(2), 251-268.
  • Santos, M. F. (2016). Challenges of implementing affirmative action policies in Brazil. Journal of Race & Policy, 12(4), 207-223.
  • Silva, D. A. & Lima, M. C. (2018). Education inequality in Brazil: A socio-historical perspective. Latin American Research Review, 53(2), 178-192.
  • Villa, N. (2019). Social inclusion and higher education: A case study of affirmative action policies in Brazil. Journal of Higher Education Policy and Management, 41(3), 277-290.
  • World Bank. (2020). Brazil: Addressing racial disparities through education policies. Washington, D.C.: World Bank Publications.

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