MATHEMATICS EDUCATION AND AFFIRMATIVE ACTIONS: POSSIBILITIES AND CHALLENGES IN HIGHER EDUCATION TEACHING.

The aim of this paper is to reflect on conceptions of STEM program faculty members concerning the implementation and maintenance of affirmative actions in higher education. Data were produced through interviews with faculty and managers in mathematics and engineering courses, and were organized and analyzed using content analysis from the theoretical perspective of critical inquiry. Results can be summarized in four themes: beyond the culture of dependency; affirmative action students' singularities, particularities and academic achievement; the permanence issue; and the valuing of teachers involved in practices aimed at promoting the permanence of affirmative action students. [ABSTRACT FROM AUTHOR]