Os sentidos da/na educação superior enquanto potencializadores da aprendizagem de estudantes dos meios populares como proposta de educação no Brasil
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| Hlavní autor: | |
|---|---|
| Datum vydání: | 2023 |
| Médium: | Doctoral thesis |
| Jazyk: | por |
| Zdroj: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/2187 |
Shrnutí: | This thesis investigates the “meanings” attributed and constructed by students from popular backgrounds in and for Higher Education. With that aim, it highlights how much these “meanings” make a difference in the teaching and learning processes in relation to knowledge and mobilization of those students. The “meaning”, in Bernard Charlot’s understanding (2000, 2001, 2002, 2005, 2006, 2009, 2013) and in the authors’ understanding, who are also based on Historical-Cultural theory, goes beyond the significance, once the understanding of several natural factors of humanity also has meanings. “Meanings” are cultural, external, but are also present in each individual. Yet, even though permeated by external cultural actions of society, the social relations attribute “meaning” to the individuals’ activities, being meaning, thus, subjective and particular to each subject. Historically, and making the due relations of this thesis with the research line it is linked with - Educational Policies, of UPF Postgraduation Program in Education -, it is understood the progress concerning students’ access to Higher Education - the expansion process through democratization programs, such as ProUni and FIES-, have been evidenced by the existing literature. However, the numbers that portray dropout continue to be high and show that the performance of students from the most popular backgrounds is still inferior when compared to groups from higher social class. The present thesis is not centered in students from popular classes’ access to Higher Education, but in permanence (quality of learning) and conclusion. The research question, thus, is delimited as follows: Which “meanings” constructed and attributed by Higher Education students from popular backgrounds can enhance and enable better development in terms of learning, successful completion and good performance in educational activities in class and outside class? It is worth to point out that young students from popular backgrounds who achieve success in their student careers may be able to obtain subsidies (mobilizing “meanings” for establishing knowledge relations) for mobility and social transformation. Such understanding is necessary for the development of countries that consolidate social justice and equity in their systems and constitutes the social justification for the theme of this thesis. It is argued that it is essential to understand what the “meanings” of Higher Education are for these students, and the need to institutionalize actions that enhance their learning (permanence), in order to be reflected in the completion of the higher education course and in social mobilization (work in their fields of specialization, continue their studies, etc.). The research methodology used is qualitative, consisting of semi-structured interviews carried out with ProUni scholarship students in their last year of higher education at a community institution in the South of Brazil. The content of the interviews was analyzed and interpreted with the help of discursive practices and in light of the theory of sociology of the subject proposed by Bernard Charlot in his research. In all the interviewees' narratives it was possible to visualize the importance given to knowledge, learning processes and education. Professional learning, linked to doing and practicing specific to the chosen field of activity, stood out. All students considered such knowledge to be of great relevance to their work and attributed and constructed, during their training, “meanings” that mobilized them towards building relationships with knowledge. Furthermore, armed with these appropriations, they boosted their student performance and, possibly, their social mobility. In short, the study showed that understanding the “meaning” of Higher Education and the “meanings” constructed in the students’ trajectory can be a strong support in the development of institutional policies and programs that prioritize quality learning, graduation completion and mobilization of students from popular backgrounds |
| _version_ | 1871607638037364736 |
|---|---|
| author | Santos, Jane Kelly de Freitas |
| author_browse | Santos, Jane Kelly de Freitas |
| author_facet | Santos, Jane Kelly de Freitas |
| author_role | author |
| collection | Repositório Institucional da UPF |
| dc.contributor.author.fl_str_mv | Santos, Jane Kelly de Freitas |
| dc.contributor.none.fl_str_mv | Fávero, Altair Alberto http://lattes.cnpq.br/5866881378328643 http://lattes.cnpq.br/1349303996573606 Bertolin, Julio Cesar Godoy |
| dc.date.none.fl_str_mv | 2023-11-24 2025-05-07T14:09:36Z |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.uri.fl_str_mv | SANTOS, Jane Kelly de Freitas. Os sentidos da/na educação superior enquanto potencializadores da aprendizagem de estudantes dos meios populares como proposta de educação no Brasil. 2023. 105 f. Tese (Doutorado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2023. https://repositorio.upf.br/handle/123456789/2187 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.none.fl_str_mv | Universidade de Passo Fundo Faculdade de Educação – FAED Brasil UPF Programa de Pós-Graduação em Educação |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Institucional da UPF instname:Universidade de Passo Fundo (UPF) instacron:UPF |
| dc.subject.por.fl_str_mv | Ensino superior - Brasil Aprendizagem Estudantes universitários CIENCIAS HUMANAS::EDUCACAO |
| dc.title.none.fl_str_mv | Os sentidos da/na educação superior enquanto potencializadores da aprendizagem de estudantes dos meios populares como proposta de educação no Brasil |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/doctoralThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | This thesis investigates the “meanings” attributed and constructed by students from popular backgrounds in and for Higher Education. With that aim, it highlights how much these “meanings” make a difference in the teaching and learning processes in relation to knowledge and mobilization of those students. The “meaning”, in Bernard Charlot’s understanding (2000, 2001, 2002, 2005, 2006, 2009, 2013) and in the authors’ understanding, who are also based on Historical-Cultural theory, goes beyond the significance, once the understanding of several natural factors of humanity also has meanings. “Meanings” are cultural, external, but are also present in each individual. Yet, even though permeated by external cultural actions of society, the social relations attribute “meaning” to the individuals’ activities, being meaning, thus, subjective and particular to each subject. Historically, and making the due relations of this thesis with the research line it is linked with - Educational Policies, of UPF Postgraduation Program in Education -, it is understood the progress concerning students’ access to Higher Education - the expansion process through democratization programs, such as ProUni and FIES-, have been evidenced by the existing literature. However, the numbers that portray dropout continue to be high and show that the performance of students from the most popular backgrounds is still inferior when compared to groups from higher social class. The present thesis is not centered in students from popular classes’ access to Higher Education, but in permanence (quality of learning) and conclusion. The research question, thus, is delimited as follows: Which “meanings” constructed and attributed by Higher Education students from popular backgrounds can enhance and enable better development in terms of learning, successful completion and good performance in educational activities in class and outside class? It is worth to point out that young students from popular backgrounds who achieve success in their student careers may be able to obtain subsidies (mobilizing “meanings” for establishing knowledge relations) for mobility and social transformation. Such understanding is necessary for the development of countries that consolidate social justice and equity in their systems and constitutes the social justification for the theme of this thesis. It is argued that it is essential to understand what the “meanings” of Higher Education are for these students, and the need to institutionalize actions that enhance their learning (permanence), in order to be reflected in the completion of the higher education course and in social mobilization (work in their fields of specialization, continue their studies, etc.). The research methodology used is qualitative, consisting of semi-structured interviews carried out with ProUni scholarship students in their last year of higher education at a community institution in the South of Brazil. The content of the interviews was analyzed and interpreted with the help of discursive practices and in light of the theory of sociology of the subject proposed by Bernard Charlot in his research. In all the interviewees' narratives it was possible to visualize the importance given to knowledge, learning processes and education. Professional learning, linked to doing and practicing specific to the chosen field of activity, stood out. All students considered such knowledge to be of great relevance to their work and attributed and constructed, during their training, “meanings” that mobilized them towards building relationships with knowledge. Furthermore, armed with these appropriations, they boosted their student performance and, possibly, their social mobility. In short, the study showed that understanding the “meaning” of Higher Education and the “meanings” constructed in the students’ trajectory can be a strong support in the development of institutional policies and programs that prioritize quality learning, graduation completion and mobilization of students from popular backgrounds |
| eu_rights_str_mv | openAccess |
| format | doctoralThesis |
| id | UPF_9a2e8f965fae896dba09d16df5ab1ea9 |
| identifier_str_mv | SANTOS, Jane Kelly de Freitas. Os sentidos da/na educação superior enquanto potencializadores da aprendizagem de estudantes dos meios populares como proposta de educação no Brasil. 2023. 105 f. Tese (Doutorado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2023. |
| instacron_str | UPF |
| institution | UPF |
| instname_str | Universidade de Passo Fundo (UPF) |
| language | por |
| network_acronym_str | UPF |
| network_name_str | Repositório Institucional da UPF |
| oai_identifier_str | oai:repositorio.upf.br:123456789/2187 |
| publishDate | 2023 |
| publishDateSort | 2023 |
| publisher.none.fl_str_mv | Universidade de Passo Fundo Faculdade de Educação – FAED Brasil UPF Programa de Pós-Graduação em Educação |
| reponame_str | Repositório Institucional da UPF |
| repository.mail.fl_str_mv | jucelei@upf.br||biblio@upf.br |
| repository.name.fl_str_mv | Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| repository_id_str | 1610 |
| spelling | Os sentidos da/na educação superior enquanto potencializadores da aprendizagem de estudantes dos meios populares como proposta de educação no BrasilEnsino superior - BrasilAprendizagemEstudantes universitáriosCIENCIAS HUMANAS::EDUCACAOThis thesis investigates the “meanings” attributed and constructed by students from popular backgrounds in and for Higher Education. With that aim, it highlights how much these “meanings” make a difference in the teaching and learning processes in relation to knowledge and mobilization of those students. The “meaning”, in Bernard Charlot’s understanding (2000, 2001, 2002, 2005, 2006, 2009, 2013) and in the authors’ understanding, who are also based on Historical-Cultural theory, goes beyond the significance, once the understanding of several natural factors of humanity also has meanings. “Meanings” are cultural, external, but are also present in each individual. Yet, even though permeated by external cultural actions of society, the social relations attribute “meaning” to the individuals’ activities, being meaning, thus, subjective and particular to each subject. Historically, and making the due relations of this thesis with the research line it is linked with - Educational Policies, of UPF Postgraduation Program in Education -, it is understood the progress concerning students’ access to Higher Education - the expansion process through democratization programs, such as ProUni and FIES-, have been evidenced by the existing literature. However, the numbers that portray dropout continue to be high and show that the performance of students from the most popular backgrounds is still inferior when compared to groups from higher social class. The present thesis is not centered in students from popular classes’ access to Higher Education, but in permanence (quality of learning) and conclusion. The research question, thus, is delimited as follows: Which “meanings” constructed and attributed by Higher Education students from popular backgrounds can enhance and enable better development in terms of learning, successful completion and good performance in educational activities in class and outside class? It is worth to point out that young students from popular backgrounds who achieve success in their student careers may be able to obtain subsidies (mobilizing “meanings” for establishing knowledge relations) for mobility and social transformation. Such understanding is necessary for the development of countries that consolidate social justice and equity in their systems and constitutes the social justification for the theme of this thesis. It is argued that it is essential to understand what the “meanings” of Higher Education are for these students, and the need to institutionalize actions that enhance their learning (permanence), in order to be reflected in the completion of the higher education course and in social mobilization (work in their fields of specialization, continue their studies, etc.). The research methodology used is qualitative, consisting of semi-structured interviews carried out with ProUni scholarship students in their last year of higher education at a community institution in the South of Brazil. The content of the interviews was analyzed and interpreted with the help of discursive practices and in light of the theory of sociology of the subject proposed by Bernard Charlot in his research. In all the interviewees' narratives it was possible to visualize the importance given to knowledge, learning processes and education. Professional learning, linked to doing and practicing specific to the chosen field of activity, stood out. All students considered such knowledge to be of great relevance to their work and attributed and constructed, during their training, “meanings” that mobilized them towards building relationships with knowledge. Furthermore, armed with these appropriations, they boosted their student performance and, possibly, their social mobility. In short, the study showed that understanding the “meaning” of Higher Education and the “meanings” constructed in the students’ trajectory can be a strong support in the development of institutional policies and programs that prioritize quality learning, graduation completion and mobilization of students from popular backgroundsCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESA presente tese investiga os "sentidos" atribuídos e construídos pelos estudantes de meios populares na e para a Educação Superior. Com esse intuito, destaca o quanto tais "sentidos" fazem a diferença nos processos de ensino e aprendizagem na relação com o saber e mobilização desses estudantes. O "sentido", na compreensão de Bernard Charlot (2000, 2001, 2002, 2005, 2006, 2009, 2013) e dos autores que possuem ancoragem na teoria Histórico-Cultural, vai para além da "significação", uma vez que a compreensão de diversos fatores naturais da humanidade também possui significações. As "significações" são culturais, externas, mas também estão presentes em cada indivíduo. Por outro lado, mesmo que permeadas pelas ações externas, culturais da sociedade, são as relações sociais que dão "sentido" às atividades dos indivíduos, sendo o sentido, dessa forma, subjetivo, particular a cada sujeito. Historicamente, e estabelecendo as relações dessa tese com a linha com a qual a mesma se vincula - Políticas Educacionais, do Programa de Pós-graduação em Educação da UPF -, compreende-se que os avanços, no que diz respeito ao acesso dos estudantes à Educação Superior - o processo de expansão por intermédio de programas de democratização, tais como ProUni e o FIES-, têm sido evidenciados pela literatura existente. No entanto, os números que retratam a evasão continuam elevados e demonstram que o desempenho acadêmico dos estudantes de meios populares ainda é inferior quando comparado ao desempenho de grupos pertencentes às classes socialmente elevadas. A nuclearidade desta tese não se encontra na questão do acesso dos estudantes dos meios populares à Educação Superior, mas na permanência (qualidade da aprendizagem) e na conclusão deste. A questão de pesquisa, dessa maneira, é delimitada da seguinte forma: Quais "sentidos" construídos e atribuídos pelos estuantes da Educação Superior de meios populares podem potencializar e possibilitar melhor desenvolvimento em termos de aprendizagem, êxito na conclusão e bom desempenho em atividades educacionais em classe e extraclasse? Vale salientar que jovens de meios populares que alcançam o sucesso em suas trajetórias estudantis podem possuir subsídios ("sentidos" mobilizadores para o estabelecimento de relações com o saber) para mobilidade social e transformação social. Tal compreensão é necessária ao desenvolvimento de países que consolidam em seus sistemas justiça social e equidade e constitui a justificativa social para o tema dessa tese. Defende-se ser essencial compreender quais são os "sentidos" da Educação Superior para esses estudantes, e a necessidade da institucionalização de ações que potencializem sua aprendizagem (permanência), de modo a refletirem-se na conclusão do curso superior e na mobilização social (trabalhar em suas áreas de formação, continuar os estudos, etc). A metodologia de pesquisa utilizada é de cunho qualitativo, composta por entrevistas semiestruturadas realizadas com estudantes bolsistas ProUni em seu último ano de curso superior de uma instituição comunitária do Sul do Brasil. O conteúdo das entrevistas foi analisado e interpretado com o auxílio das práticas discursivas e à luz da teoria da sociologia do sujeito proposta por Bernard Charlot em suas pesquisas. Em todas as narrativas dos entrevistados foi possível visualizar a importância dada ao saber, aos processos de aprendizagem e à educação. As aprendizagens profissionais, ligadas ao fazer e praticar específicos da área de atuação escolhida, se destacaram. Todos os estudantes consideraram tais saberes de grande relevância para sua atuação e atribuíram e construíram, durante seu percurso de formação, "sentidos" que os mobilizaram em direção à construção de relações com o saber. Ademais, munidos dessas apropriações, alavancaram seu desempenho estudantil e, possivelmente, sua mobilidade social. Em suma, o estudo evidenciou que compreender o "sentido" da Educação Superior e os "sentidos" construídos na trajetória dos estudantes pode ser um forte subsídio na elaboração de políticas e programas institucionais que priorizem a aprendizagem de qualidade, a conclusão da graduação e a mobilização de estudantes de meios popularesUniversidade de Passo FundoFaculdade de Educação – FAEDBrasilUPFPrograma de Pós-Graduação em EducaçãoFávero, Altair Albertohttp://lattes.cnpq.br/5866881378328643http://lattes.cnpq.br/1349303996573606Bertolin, Julio Cesar GodoySantos, Jane Kelly de Freitas2025-05-07T14:09:36Z2023-11-24info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfapplication/pdfSANTOS, Jane Kelly de Freitas. Os sentidos da/na educação superior enquanto potencializadores da aprendizagem de estudantes dos meios populares como proposta de educação no Brasil. 2023. 105 f. Tese (Doutorado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2023.https://repositorio.upf.br/handle/123456789/2187porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UPFinstname:Universidade de Passo Fundo (UPF)instacron:UPF2025-12-30T20:30:32Zoai:repositorio.upf.br:123456789/2187Repositório InstitucionalPRIhttp://repositorio.upf.br/oai/requestjucelei@upf.br||biblio@upf.bropendoar:16102025-12-30T20:30:32Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| spellingShingle | Os sentidos da/na educação superior enquanto potencializadores da aprendizagem de estudantes dos meios populares como proposta de educação no Brasil Santos, Jane Kelly de Freitas Ensino superior - Brasil Aprendizagem Estudantes universitários CIENCIAS HUMANAS::EDUCACAO |
| status_str | publishedVersion |
| title | Os sentidos da/na educação superior enquanto potencializadores da aprendizagem de estudantes dos meios populares como proposta de educação no Brasil |
| title_full | Os sentidos da/na educação superior enquanto potencializadores da aprendizagem de estudantes dos meios populares como proposta de educação no Brasil |
| title_fullStr | Os sentidos da/na educação superior enquanto potencializadores da aprendizagem de estudantes dos meios populares como proposta de educação no Brasil |
| title_full_unstemmed | Os sentidos da/na educação superior enquanto potencializadores da aprendizagem de estudantes dos meios populares como proposta de educação no Brasil |
| title_short | Os sentidos da/na educação superior enquanto potencializadores da aprendizagem de estudantes dos meios populares como proposta de educação no Brasil |
| title_sort | Os sentidos da/na educação superior enquanto potencializadores da aprendizagem de estudantes dos meios populares como proposta de educação no Brasil |
| topic | Ensino superior - Brasil Aprendizagem Estudantes universitários CIENCIAS HUMANAS::EDUCACAO |
| url | https://repositorio.upf.br/handle/123456789/2187 |