Ações Afirmativas No Ifrr/Campus Amajari: Entre Memórias E Contribuições Na Formação Integral Dos Estudantes Indígenas

This article is an excerpt from a master’s research project that analyzes the memories of self identified Indigenous graduates of the Technical Courses in Agriculture and Aquaculture Integrated into High School at the Federal Institute of Roraima/Amajari Campus, seeking to understand the contributions of the affirmative action policy to their comprehensive education. The study uses Law No. 12,711/2012 as a reference, known as the Quota Law, which constitutes a milestone in promoting equity and historical reparations for groups traditionally excluded from the Brazilian education system. This research, part of the “Organization and Memories of Pedagogical Spaces in Professional and Technological Education (EPT)” line of the Graduate Program in Professional and Technological Education (PROFEPT), adopts a qualitative approach, using semi-structured interviews as data collection tools. The data were examined using Discursive Textual Analysis (DTA), according to Moraes and Galiazzi (2016), encompassing the stages of unitarization, categorization, and development of metatexts. A short documentary based on the participants’ accounts was produced as an educational product. The results show that the affirmative action policies implemented at the IFRR/Amajari Campus enabled Indigenous students’ access to vocational education, fostered identity strengthening, ensured retention and academic success, and contributed to comprehensive education in line with the social function of the Federal Network of Vocational and Technological Education. Keywords: Affirmative Action Policy. Law 12.711/2012. Historical Reparation, Integral human training.