This dissertation seeks to analyze the implementation of the Affirmative Action instituted by
Law n. 12.711/2012, at the Federal University of Amapá, in the light of the Critical Theory of
Race -TCR. Its General Objective is to analyze: In the light of the Critical Theory of Race -
TCR, how was Law n. 12.711/2012, at the Federal University of Amapá, regarding the
applicability and limits of Affirmative Action. And as specific objectives: a) Understand the
historical process of mobilization of the black population, prioritizing their strategies of access
to Education, which culminated in the adoption of Affirmative Actions by the Brazilian State;
b) Contextualize, in the light of Human Rights, the legal frameworks that contributed to the
consolidation of Affirmative Action Policies as a promoter of access to Universities for blacks
and non-blacks; c) Identify the social and political processes that contributed to disfigure Law
12,711/2012 from its Affirmative Action proposal; and d) Analyze the indicators, through the
variation of admission, permanence and completion in UNIFAP undergraduate courses, with a
focus on black racial quota holders. To follow the itinerary proposed in this study, I adopted as
an epistemological basis, the Critical Theory of Race - TCR, (CRENSHAW, 2002), which
works with the concept of race as a central category of analysis, prioritizing the narrative of
black people as subjects of History. We used as an analysis technique, the hermeneuticdialectical
method of Minayo (1992) which allows both to interpret the meanings of elaborated
discourses (hermeneutics) and to understand their meanings, through contradiction, of the
historical and social context in which they were constituted (dialectic). The methodlogical
approach was qualitative and quantitative. The data collection instruments were: semistructured
interviews and documental research. As a result, it was observed that UNIFAP
proved to be refractory to the adoption of Affirmative Action and, at the time it is unaware, it
resists understanding the historical and social processes that preceded its creation, as well as
measuring its importance for the education of the black population, of society Brazilian and
Amapá and from the University itself. It has incipient administrative controls that do not allow
the production of statistical data and social indicators that guide the creation of policies to
improve admission, permanence and didactic-pedagogical guidance to quota holders. The
social controls of the Policy indicate a low approximation between the Institution and the
community in which it is inserted, above all, with the Black Movement of Amapá.
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