In this dissertation, I examine the social inclusion higher education policies and programs, targeted toward Afro-Brazilians, which are currently being implemented in Brazil. Through document analysis and stakeholder interviews, I analyze the broader Brazilian socio-historical context surrounding the policies, as well as the policy trajectory to date. Additionally, I use conceptual frameworks to analyze the policy landscape at the federal, university, and community levels. Utilizing a social inclusion ideology framework (Gidley, Hampson, Wheeler, & Bereded-Samuel, 2010), I establish the ideologies that are embedded in the policies and programs. I also explore the policy approaches and tools used to promote social inclusion through the use of the conceptual frameworks of Hopenhayn (2008) and McDonnell and Elmore (1987). This study contributes to the social inclusion policy literature concerned with the ongoing development of racially inclusive societies in Latin America as well as the use of education policy as a democratization tool.
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