Politiques de discrimination positive territoriales et inclusion éducative dans l'enseignement supérieur en france
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Tipo
Artigo
Classficação
Nível teórico
Data
2014
Autores
ORCID
Título do Períodico
Revista Educação e Políticas em Debate
ISSN
2238-8346
Página(s)/e-location
103-114
Idioma(s)
Fonte
Fonte
Uberlândia
3
1
jan./jul.
3
1
jan./jul.
Resumo
Esse artigo aborda potencialidades dos processos de inclusão educacional na Educação Superior implementados na França. Para tanto, enfoca mecanismos de ingresso -mais especificamente o ProgramaConventions Education Prioritaire (CEP)-e de socialização de alunos oriundos de comunidades periféricas noInstituto de Estudos Políticos de Paris (Sciences Po). As análises são derivadasde uma tese de doutoramento com metodologia quali-quantitativa, na qual aplicou-se questionários aos estudantes admitidos pelos diferentes processos de seleção utilizados pelo Instituto (1441 respostas). Foram realizadas também entrevistas com estudantes selecionados pelas quatro vias de acesso existentes no Instituto e gestores do ProgramaCEP apreendendo aspectos referentes à socialização de estudantes de contextos periféricos em um universo acadêmico elitista.
This article discusses the potential of educational inclusion processes set up in the French higher education. To do so, it focuses on the admission procedures -more specifically the Educational Priority Conventions (CEP) -and socialisation mechanisms of students from lower class backgrounds in the Institut d'Etudes Politiques de Paris (Sciences Po). The analyses originate from a doctoral thesis, which used a qualitative and quantitative methodology. Questionnaires were submitted to students admitted by the different selection processes used by the Institute (1,441 answers). Additionally interviews have been conducted with students admitted to the Institute by the four existing admission procedures and with the CEP program managers. This allowed the identification of important aspects of the socialisation of students from lower class backgrounds in elite education institutions.
This article discusses the potential of educational inclusion processes set up in the French higher education. To do so, it focuses on the admission procedures -more specifically the Educational Priority Conventions (CEP) -and socialisation mechanisms of students from lower class backgrounds in the Institut d'Etudes Politiques de Paris (Sciences Po). The analyses originate from a doctoral thesis, which used a qualitative and quantitative methodology. Questionnaires were submitted to students admitted by the different selection processes used by the Institute (1,441 answers). Additionally interviews have been conducted with students admitted to the Institute by the four existing admission procedures and with the CEP program managers. This allowed the identification of important aspects of the socialisation of students from lower class backgrounds in elite education institutions.
Descrição
Palavras-chave
Políticas de ações afirmativas, Inclusão educacional, Programa conventions education prioritaire, Policies of affirmative action, Educational inclusion, Educational priority conventions
Citação
SOUZA, Joiciane Aparecida de. Politiques de discrimination positive territoriales et inclusion éducative dans l'enseignement supérieur en france. Revista Educação e Políticas em Debate, Uberlândia, v. 3, n. 1, p. 103-114, jan/jul. 2014. Disponível em: https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/27685. Acesso em: 2022-06-06