ABSTRACT
The reality that Brazilian educational inequality accompanies the social markers of difference is a fact that resonates in the most varied researches. Although the Federal Constitution advocates the right to education as fundamental, it is known that a large part of Brazilian society does not access this right satisfactorily. For this reason, the objective of this work is to discuss the impact of Law n. 12.711/12 after ten years of its validity, understanding social policy as an instrument to mitigate this scenario and to outline decolonial citizenships. From the methodological point of view, it is a qualitative study, carried out through a bibliographic and documental survey guided by decolonial studies.
Keywords
Affirmative Actions; Coloniality; Educational Inequality; Public Policy; Ethnic-Racial Relations