Ensino superior no Brasil e inclusão social: uma experiência concreta

• Ano de defesa: 2009
• Autor(a) principal: Lima, Osni Keller
• Orientador(a): Müller, Lúcia Helena Alves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: EDUCAÇÃO - BRASIL; UNIVERSIDADE E SOCIEDADE; POLÍTICAS PÚBLICAS; POLÍTICA EDUCACIONAL; ENSINO SUPERIOR; INCLUSÃO ESCOLAR; INCLUSÃO SOCIAL; ESTUDANTES - ASPECTOS SÓCIO-ECONÔMICOS
• Link de acesso: http://hdl.handle.net/10923/1935

From the verification of the expressive growth in the students´ entrance in Brazilian universities that happened in the last years, especially individuals with low purchasing power and belonging to the called social minorities, the present study investigates the meanings that this search for the academic diploma has for these students. It begins with a brief retrospective of the Brazilian higher education, emphasizing the main inclusion politics in that modality of education, especially all the implemented ones by the current government. From this program, the research focuses a university institution located in Porto Alegre that has been one of the agents of these politics. In this institutions were interviewed students of two graduation courses, one of the health area - Physiotherapy -, and another from the education area- Pedagogy. Through this study could be comprehended some aspects involved in the decision make, by the students, to take a superior course. Among them, preponderant factors are approached, as for instance: partner-financial condition, the family path and the individual project. Circumstances are presented when each group of students enters in the academy and the implications came from the choice for certain profession. The text is also, about the aspirations of the students facing the chosen course and the expectations related to the graduation and to the professional life. It is noticed, among other things, that the similarity among the students concerning the project of superior formation does not determine the existence of a single project and expectation in relation to the academic diploma.Among the conclusions it is the one that, in the students' contingent benefitted by the inclusion politics in the higher education, they are individuals that reach the end of the course being frustrated in their expectations and without perspective of performance in his/her formation area. It is stood out, therefore, the need of going deeper in the reflection on the main objective of such inclusion and the importance of the adoption of a posture on a permanent evaluation of these mechanisms.