2026-10-202026-10-202026-07-16SOUZA, Arielson de Deus. Inclusão e permanência de estudantes quilombolas na formação em engenharia civil. Orientador: Renato Martins das Neves. 2026. 32 f. Trabalho de Curso (Bacharelado em Engenharia Civil) – Faculdade de Engenharia Civil, Instituto de Tecnologia, Universidade Federal do Pará, Belém, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/10403. Acesso em:.https://bdm.ufpa.br/handle/prefix/10403The expansion of access to universities through affirmative action policies has represented an important advance in addressing historical inequalities in Brazilian society. However, the admission of quilombola students into higher education does not, by itself, guarantee their permanence or the completion of their degrees. This study aims to analyze the perceptions and experiences of quilombola students enrolled in the Civil Engineering program at the Federal University of Pará (UFPA), focusing on access policies, academic retention, and inclusion. A qualitative and quantitative exploratory research design was adopted. Data were collected through a structured questionnaire using a Likert scale applied to quilombola students in the program. The results indicate that, despite advances in access policies, challenges remain regarding previous educational background, socioeconomic conditions for academic permanence, and institutional adaptation. The study concludes that the effectiveness of affirmative action policies depends on the articulation between student assistance programs, pedagogical leveling initiatives, and the recognition of quilombola cultural identities within the university environment.Acesso AbertoQuilombolasEnsino superiorPolíticas afirmativasEngenharia civilQuilombolasHigher educationAffirmative actionCivil engineeringCNPQ::ENGENHARIAS::ENGENHARIA CIVILTrabalho de Curso - Graduação - ArtigoAttribution-NonCommercial-NoDerivs 3.0 Brazil