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Center for Latin American and Caribbean Studies, "A Decade of the Lei de Cotas in Brazil: An Analysis of Its Effectiveness Through the Lenses of Students and Critical Race Theory"

Otavio Barros's research aims to analyze the effectiveness of Brazil's Lei de Cotas (Affirmative Action Law/Lei No. 12.711/2012) after its tenth anniversary of implementation as a federal law in the country. His study focuses on the policy's impact on higher education institutions, particularly at the Universidade Federal da Bahia (UFBA), through the lens of Critical Race Theory (CRT).

Otavio addresses key questions regarding the law's efficacy and its implications for underrepresented students. Firstly, he examines the extent to which the Lei de Cotas has addressed the underrepresentation of Black Brazilians in higher education, assessing enrollment rates and demographic shifts over the past ten years. Secondly, he explores how beneficiaries perceive the effectiveness of the Lei de Cotas, centering on the lived experiences and perspectives of students who have directly benefited from the policy. Thirdly, he investigates whether the Lei de Cotas has influenced students of color's sense of belonging in historically white-dominated academic spaces, delving into the socio-cultural impact of the policy on marginalized students.

Otavio's research contextualizes the historical inequities in Brazilian higher education and the emergence of affirmative action policies to address them. It highlights the evolution of affirmative action from experimental phases to legislative consolidation, emphasizing the significance of Lei de Cotas in promoting equality and social transformation. By centering marginalized voices and applying Critical Race Theory, his study aims to shed light on systemic inequalities and inform future policy discussions. Ultimately, his work seeks to advance knowledge and develop new theoretical perspectives grounded in Critical Race Theory, contributing to ongoing efforts to promote inclusivity and equal representation in Brazilian education.