Justice in education: an analysis of the quota policy of the Federal Instituto of Education, Science and Technology of Rio de Janeiro (IFRJ)

Abstract

Several studies have found in the theory of justice as fairness of Rawls one of the references for the discussion of inequalities between different social groups. Two principles guide this theory: the principle of equal freedom and the second principle, which is divided into two: equality of opportunities and the difference principle. Both principles support Rawls's theory as a normative conception that guides the basic structure of a modern constitutional democracy in which political, social, and economic institutions combine to create a system of social co-operation. In light of the epistemological matrix underlying this theory, the present study proposes to analyze the formulation and implementation of Law n. 2.711/2012 (BRASIL, 2012) at the Federal Institute of Rio de Janeiro. The question guiding the study is: is the policy formulation and implementation consistent with a public and liberal political culture as defined by Rawls? To answer this question, the study discusses the epistemological basis of the theory to assess whether the formulation and implementation of policy is, at least normatively, consistent with the theory of justice as fairness.

Keywords

• justice as fairness.
• affirmative action.
• epistemology.
• public reason.
• public political culture.