Ten Years of The University Quota Law in Brazil: An Evaluation Based on Institutional Evasion

Objective: The main objective of the article is to compare the performance of quota and non-quota students at the Federal University of Santa Catarina (UFSC) during the period of the quota policy (Law No. 12.711/2012). The comparison is based on the analysis of enrollment and institutional dropout rates from 2013 to 2022. Theoretical Framework: The theoretical framework discusses the importance of affirmative action policies, specifically university quotas, as tools to democratize access to higher education and promote social inclusion. Various authors are cited who discuss the need for these policies to address historical social, racial, and ethnic discrimination. Law No. 12.711/2012 is contextualized as a milestone in Brazilian higher education, promoting the reservation of places for public school students, considering socioeconomic and racial-ethnic criteria. Method: The study uses a quantitative and descriptive approach, characterized as applied research. Data were collected from the UFSC Academic Control System (CAGR) and institutional documents related to the adherence and application of quota legislation from 2013 to 2022. The data were stratified according to the quotas provided by Brazilian law, and entrants were classified into categories of non-quota and quota students, according to income and ethnicity criteria. Results and Discussion: The results showed the complexity of the phenomenon of institutional dropout, highlighting the differences in the behavior of quota and non-quota groups. The historical series analysis revealed that, despite quota policies, dropout remains a significant issue, especially among quota students. The discussion suggests the need to review the quota legislation, considering the inclusion of other groups and adjusting policies to improve student retention in higher education. Research Implications: The research contributes to understanding the effectiveness of quota policies in Brazilian higher education, offering insights on how these policies can be improved to reduce dropout and promote inclusion. The implications suggest that, in addition to guaranteeing access, it is crucial to implement support measures for quota students to ensure their permanence and academic success. Originality/Value: The article provides a comprehensive and detailed evaluation of the quota policy based on a decade of data, standing out for its quantitative analysis of institutional dropout. The originality of the work lies in the comparison between quota and non-quota students over a significant period, contributing empirical data to the debate on the effectiveness of affirmative action in higher education.