Abstract
This chapter explores to what extent public policies foster inclusiveness at higher education institutions in Brazil. It also looks at the role of Brazilian higher education institutions in inclusive and social development, often referred to as the third mission of universities. The analysis of public policies for higher education and Science, Technology and Innovation (STI) for social development reveals a fragmented environment, with little interaction between the initiatives in place. Based on the analysis of the specific case of the Federal University of Rio de Janeiro, it is clear that, although successful examples of integrating teaching and social development can been found, examples of research and extension activities focusing on social development are exceptions. Moreover, they are the result of individual efforts, not of institutional or government policy. The lack of institutionalization and the isolation in which these actions are carried out make such initiatives fragile and dependent on the individuals who created them.
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Notes
- 1.
The IBGE Brazilian Institute of Geography and Statistics (IBGE) in the Brazilian demographics census utilizes five groups of “color or race” to characterize the Brazilian population: white, black, brown, yellow, and indigenous. The IBGE manual defines the meaning given to the term “Brown” as people with a mixture of skin colors, comprising mulatto miscegenation (white and black descent), cabocla (white and Amerindian descent), cafuza (black and indigenous descent), or mestizo.
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Renault, T.B., Carvalho de Mello, J.M., Araújo, F. (2017). Social Development as an Academic Mission of Brazilian Universities: Public Policies and the Case of the Federal University of Rio de Janeiro. In: Brundenius, C., Göransson, B., Carvalho de Mello, J. (eds) Universities, Inclusive Development and Social Innovation. Springer, Cham. https://doi.org/10.1007/978-3-319-43700-2_4
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