摘要：This article presents an analysis of documents composing National Policies that have referred to affirmative actions. It aims at identifying enunciative regularities in discourses that determinate marks of differences among education subjects. Although these documents refer to policies from different areas, with different amplitudes, we have noticed that they share a rationality directed towards specific portions of populations, mainly those considered as vulnerable to social risks of discrimination, marginality, poverty, and, consequently, social exclusion.
关键词：Inclusão social – Exclusão social. Políticas públicas. Sujeitos – Educação.
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