Caminhos para o acesso e permanência de estudantes na universidade: acompanhando micropolíticas de resistências e inventando heterotopias

• Ano de defesa: 2023
• Autor(a) principal: Souza, Filipe Azevedo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Psicologia Institucional; Centro de Ciências Humanas e Naturais; UFES; Programa de Pós-Graduação em Psicologia Institucional
• Palavras-chave em Português: Políticas afirmativas; Educação Superior; Biopolítica; Corpo; Heterotopia; subject.br-rjbn; Psicologia
• Link de acesso: http://repositorio.ufes.br/handle/10/17065

In 2022, the Law 12.711/12, which addresses Affirmative Action Policies, celebrated ten years since its approval. We are experiencing a moment of great concerns regarding its dismantlement and also the policies of student retention in Higher Education Institutions. Cuts in funding for Higher Education are guided by a neoliberal Reason of State that is based on an education that captures individuals through the model of homo oeconomicus, or self-manager, affecting the bodies of students through methods of normalization and discipline, supported by biopolitical and necropolitical technologies. Thereby, our objective is to follow the construction of spaces that contemplated the production of other knowledge and references, the affirmation of the performative aspects of students and their everyday resistances. The attempt was always made from the perspective of thinking about how to strengthen university retention and the production of spaces of belonging for those students who, as a rule, did not have access to the University territory. The cartographic research-intervention was carried out at UFES, aligned with the extension project "Recorpar: the reenchantment of the body through an ethos of learning," which has a partnership with the Office of Student Affairs and Citizenship (Proaeci). The field diary was used throughout the research-intervention period. In it, the events and intensities felt during the work were recorded. We understand that the field diary, in addition to being a research tool, also serves as an instrument of analysis since, when revisiting it for the writing of the final text, affections and tensions that we had not been aware of emerge from the records as fundamental analyzers for the work. In addition, data and information on the reality of Affirmative Action Policies and Student Assistance Policies were collected at the national level and in the context of UFES, bringing with it the historical context of the struggle for the affirmation of these rights. The experience with the Recorpar Project resulted in the realization of two groups of clinical-group intervention in which the forged devices sought to address themes worked on together with the students, based on the demands observed in moments of individual reception of the participants. Through body and movement experiments, spaces, other places, heterotopias were created that contribute to the debate on the expansion of micropolitical strategies of resistance in the scope of Student Assistance Policies at the University. Thus, the focus on the creation of spaces, as places, as territories, as belongings, speaks to a dimension from which we can think, in today's world, about political practices that defend a truly democratic university in terms of access, retention, and the right to exist.