LAW Nº 12.990/2014 IN PERSPECTIVE: A CRITICAL ANALYSIS OF SELECTION PROCEDURES IN FEDERAL TEACHING RECRUITMENT

Abstract

The reservation of vacancies for Black people in the federal public service, established by Law nº 12,990/2014 and updated by Law nº 15,542/2025, represents a step forward in addressing racial inequalities in Brazil. In the context of the federal professorate, however, over a decade of experience demonstrates that the reservation of vacancies, in isolation, is insufficient to guarantee racial equity in recruitment processes. This article aims to present a critical review of the procedures that structure civil service examinations for federal teaching positions, advocating for the necessity of reconfiguring the selection process. The research is based on normative and documentary analysis, employing a qualitative case study as a methodological strategy. This study draws on institutional data from Colégio Pedro II, a federal educational institution located in Rio de Janeiro that serves students from early childhood education to postgraduate levels. Through interviews and questionnaires administered to members of the school community, the study examines dimensions such as the composition of examining boards, the participation of external members in evaluation committees, the criteria for defining cutoff scores, the weight and format of evaluation stages, as well as racial hetero-identification procedures. It is argued that the lack of standardization, transparency, and anti-racist training for boards compromises the redistributive goals of this public policy. Furthermore, the study highlights the need to qualify demand, understood as the institutional responsibility to offer training programs and systematic preparation activities for potential candidates, thereby expanding real conditions for access and contributing to the pursuit of greater racial justice in the Brazilian civil service.