Por que eles se vão? O abandono no ensino superior público pós-expansão do acesso

• Ano de defesa: 2019
• Autor(a) principal: Sá, Thiago Antônio de Oliveira
• Orientador(a): Abramowicz, Anete
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Sociologia - PPGS
• Palavras-chave em Português: Ensino superior; Evasão; Expansão do acesso
• Palavras-chave em Inglês: Higher education; Dropout; Opening of access
• Palavras-chave em Espanhol: Enseñanza superior; Deserción; Expansión del acceso
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO; CIENCIAS HUMANAS::SOCIOLOGIA::OUTRAS SOCIOLOGIAS ESPECIFICAS
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/11514

This thesis has been motivated by a paradox of including and excluding effects. UNIFAL-MG repeats the same national trends of increase in the number of students and incorporation of social groups that have been historically excluded from higher education, as a result of post-2007 public policies. However, its dropout rates have risen over the expansion, and the most associated features are those of non-traditional students, who have just arrived to the university. The purpose of this investigation has been describing, explaining and comprehending this “leak”, by means of the articulation of quantitative and qualitative methodologies. The statistics of 21 undergraduate programs and of their 977 entrants have been analyzed. Among those, 14 withdrawees have been interviewed. Over expansion, dropout rates raise because the inclusion of new social groups in higher education has been accompanied by dropout factors of different scopes and arrays (labor market, social and economic individual features and subjective makings). At the same time, some converging mechanisms have been made up or preserved. Not very interesting undergraduate programs have been founded, to which institutional settings take mainly students whose profile is associated to attrition, while traditional programs keep saved to traditional students, as a “student aristocracy”. Such factors of persistence, in the one hand, and of attrition, in the other hand, work, respectively, as a reversed affirmative action and as a dispensable access, which comes from a combination of factors that make persistence needless. Over expansion, dropout rates increased because a population willing to give up has been inserted in a system whose devices conduct it to not very interesting spots.