Políticas de democratização do ensino superior e a reprodução de desigualdades sociais: estudo de caso
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Tipo
Seção Temática
Classficação
Nível teórico
Data
2022
Autores
Título do Períodico
Educação e Pesquisa
ISSN
1678-4634
Página(s)/e-location
e248527
Idioma(s)
pt
Fonte
Fonte
São Paulo, SP
48
48
Coleções
Resumo
A Universidade Federal de Alfenas (Unifal-MG) aderiu ao Programa de Apoio a Planos de Reestruturação e Expansão das Universidades Federais (Reuni) e à reserva de vagas. Cabe, agora, conhecer o impacto dessas adesões. Assim, o objetivo geral da pesquisa foi conhecer os efeitos da implantação de políticas públicas na Unifal-MG quanto a suas metas democratizantes de ampliação e diversificação de acesso. Para isso, buscaram-se estes objetivos específicos: mensurar a expansão|| qualificar o alunado|| conhecer sua distribuição pelos cursos|| descrever a dinâmica da evasão|| e evidenciar o papel exercido pelas configurações institucionais condutoras da expansão e reguladoras do acesso aos cursos. Investigaram-se os ingressantes da coorte de 2013 de graduação presencial de seus campi-sede, recorrendo-se a métodos quantitativos. Observou-se que seu alunado se expandiu e se diversificou, porém essa diversidade ficou limitada a certas carreiras. As taxas de evasão aumentaram, acometendo sobretudo os novos estudantes, e as configurações institucionais fomentaram uma segmentação interna. Conclui-se que políticas de democratização reproduzem desigualdades porque são acompanhadas de mecanismos que dispõem o público novo, recém-incluído, em vagas menos atraentes. As configurações institucionais condutoras da expansão e reguladoras do acesso contribuíram para a promoção de uma “política de cotas às avessas” e de um acesso dispensável, entregando aos calouros uma situação semelhante à que já têm. Políticas inclusivas conjugadas com conformações que ratificam processos de seleção e eliminação operados pelo sistema de ensino anteriores à universidade preservam um modelo de ensino elitista. Diferenças educativas convertem-se em desigualdades socioeconômicas, e o sistema se legitima sob o mito da democratização. Assim, homologa-se a reprodução.
The Federal University of Alfenas (Unifal-MG) joined the Support Program for Restructuring and Expansion Plans of Federal Universities (Reuni) and the reservation of vacancies. It is now necessary to know the impact of these adhesions. Thus, the general objective of the research was to know the effects of the implementation of public policies at Unifal-MG regarding its democratizing goals of expansion and diversification of access. For this, these specific objectives were sought: measuring expansion|| qualifying the students|| knowing its distribution by the courses|| describing the dynamics of dropout|| and highlighting the role played by institutional configurations that drive expansion and regulate access to courses. The participants of the 2013 cohort of on-site graduation from their main campuses were investigated, using quantitative methods. It was observed that its students expanded and diversified, but this diversity was limited to certain careers. Dropout rates increased, affecting mainly new students, and institutional configurations led to internal segmentation. It is concluded that democratization policies reproduce inequalities because they are accompanied by mechanisms that dispose the recently included public in less attractive vacancies. The institutional configurations that carried expansion out and regulate access contributed to the promotion of a “backward quota policy” and dispensable access, giving freshmen a situation similar to the one they already have. Inclusive policies, combined with conformations that ratify selection and elimination processes operated by the education system prior to the university, preserve an elitist teaching model. Educational differences become socioeconomic inequalities, and the system is legitimized under the myth of democratization. Thus, the reproduction is approved.
The Federal University of Alfenas (Unifal-MG) joined the Support Program for Restructuring and Expansion Plans of Federal Universities (Reuni) and the reservation of vacancies. It is now necessary to know the impact of these adhesions. Thus, the general objective of the research was to know the effects of the implementation of public policies at Unifal-MG regarding its democratizing goals of expansion and diversification of access. For this, these specific objectives were sought: measuring expansion|| qualifying the students|| knowing its distribution by the courses|| describing the dynamics of dropout|| and highlighting the role played by institutional configurations that drive expansion and regulate access to courses. The participants of the 2013 cohort of on-site graduation from their main campuses were investigated, using quantitative methods. It was observed that its students expanded and diversified, but this diversity was limited to certain careers. Dropout rates increased, affecting mainly new students, and institutional configurations led to internal segmentation. It is concluded that democratization policies reproduce inequalities because they are accompanied by mechanisms that dispose the recently included public in less attractive vacancies. The institutional configurations that carried expansion out and regulate access contributed to the promotion of a “backward quota policy” and dispensable access, giving freshmen a situation similar to the one they already have. Inclusive policies, combined with conformations that ratify selection and elimination processes operated by the education system prior to the university, preserve an elitist teaching model. Educational differences become socioeconomic inequalities, and the system is legitimized under the myth of democratization. Thus, the reproduction is approved.
Descrição
Palavras-chave
Ensino superior, Políticas de democratização, Reprodução, Desigualdades, Higher education, Democratization policies, Reproduction, Inequalities
Citação
SÁ, Thiago Antônio de Oliveira. Políticas de democratização do ensino superior e a reprodução de desigualdades sociais: estudo de caso. Educação e Pesquisa, São Paulo, SP, v. 48, p. e248527. 2022. https://doi.org/10.1590/S1678-4634202248248527por. Disponível em: https://www.scielo.br/j/ep/a/Lnvwcvpkg6LnmZVN8QfH63b/?format=html&lang=pt. Acesso em: 2023-09-26