Administrando o debate público: O Globo e a controvérsia em torno das cotas raciais

Abstract

O trabalho analisa a estratégia editorial do jornal O Globo no tratamento da questão das cotas raciais a partir do exame dos textos publicados pelo periódico sobre o tema entre 2001 e 2008. Focamos os textos de caráter opinativo para testar a hipótese de que há um controle editorial estrito na maneira como a questão das cotas raciais é apresentada no jornal na forma de controvérsia. Denominamos tal estratégia de "administração do espaço do debate". A análise temporal dos dados mostra que (1) O Globo mantém uma razão constante entre o número de textos opinativos e o de reportagens publicadas sobre o tema; e (2) entre os textos opinativos o jornal mantém uma razão constante entre textos contrários e favoráveis, com expressiva vantagem para os primeiros. A partir do cruzamento dos diferentes formatos e autorias dos textos publicados com sua valência descobrimos que, enquanto editoriais e cartas de leitores são dominantemente contrários, acadêmicos e colunistas do jornal se dividem entre prós e contras, e militantes, políticos e burocratas são apresentados como dominantemente favoráveis. Em suma, nossa análise permite mostrar que O Globo consegue ao mesmo tempo apresentar uma aparência de imparcialidade e controlar o espaço de debate de modo a passar uma posição dominantemente negativa das ações afirmativas para negros na universidade brasileira.

Affirmative actions in terms of special rights: Confronting structural violence in Brazilian higher education

“…Since then, a heated discussion has emerged (see, for example, Carvalho, 2003;Francis and Tannuri-Pianto, 2012;Seiffert and Hage, 2008), and the issue has begun to be broadly highlighted by the Brazilian media, influencing the general opinion. For instance, Campos et al (2013) analysed one of the newspapers with the largest circulation in the country. According to them, in the years following 2004, articles explicitly opposed to affirmative actions published by the newspaper outweighed those that were in favour.…”

An Overview of Affirmative Action Policies in Public Federal Universities in Southeast Brazil

“…In the academic field, since the promotion of affirmative actions in the Brazilian context, many papers have discussed issues related to justice, fairness and validity of those policies in the university context (BRITO FILHO, 2013; CAMPOS; FERES JR.; DAFLON, 2013;CARVALHO, 2003;CAMPOS, 2013;SCHWARTZMAN, 2008;SEIFFERT;HAGE, 2008;SKOVSMOSE, 2019). Others focused on comparisons between the performance of affirmative action students and other students (CAVALCANTI, 2015; MATTOS; MACEDO; MATTOS, 2013; MENDES JR., 2014; QUEIROZ; SANTOS, 2010), students' academic and social experiences (BROSTOLIN;CRUZ, 2010;DAL'BÓ, 2011;POWELL, 2016;WELLER;SILVEIRA, 2008), and questions related to stereotyping, social representation, coexistence and perspectives of society regarding the use of affirmative policies (ANHAIA, 2013; CICALO, 2012; LIMA; NEVES; SILVA, 2014; SILVA; SILVA, 2012).…”

“…The country undertook to combat racial discrimination and develop strategies for the use of affirmative actions intended for blacks and indigenous people, following the Third World Conference Against Racism, Racial Discrimination, Xenophobia and Related Intolerance in Durban, South Africa, in 2001. Before that, there were no ethnic-racial policies concerning access to large, mainly public universities, ignoring the findings of research that presented Brazilian blacks and indigenous people in a situation of exclusion (DAFLON; FERES JR.; CAMPOS, 2013;OLIVEN, 2007;SOUSA;PORTES, 2011).…”

“…From then on, the subject began to receive extensive coverage by the Brazilian media, often influencing the opinions of society. Campos, Feres Júnior and Daflon (2013) analyzed one of the newspapers with the largest circulation in the country. According to these researchers, in the years after 2004, opinion pieces explicitly against affirmative actions published by the newspaper outnumbered those in favor of them.…”

Educação matemática e ações afirmativas: possibilidades e desafios na docência universitária

“…Since the fomenting of affirmative actions in our country, many studies have discussed questions related to their justice, equity and validity in the context of higher education (CAMPOS; FERES JUNIOR; DAFLON, 2013;CARVALHO, 2003;CATANI;HEY, 2007;GOLDEMBERG;DURHAM, 2007;SCHWARTZMAN, 2008;SEIFFERT;HAGE, 2008). Others have focused on aspects related to comparisons between the performance of affirmative and non-affirmative action students (BEZERRA, 2011;CAVALCANTI, 2015;MATTOS;MACEDO;MATTOS, 2013;PINHEIRO, 2014;QUEIROZ;SANTOS, 2010), academic, social and racial experiences of affirmative action students who entered courses (BROSTOLIN; CRUZ, 2010;CARVALHO, 2010;DAL'BÓ, 2011;WELLER;SILVEIRA, 2008), questions linked to stereotyping, social representation and coexistence between students, and questions concerning society's opinions on the use of those policies (CICALO, 2012;GUARNIERI;MELO-SILVA, 2010;LIMA;NEVES;SILVA, 2014;MENIN et al, 2008;SILVA;SILVA, 2012).…”