Inclus??o social na educa????o superior: uma an??lise das pol??ticas do per??odo 2003-2014

• Autor(a) principal: Rocha, Aline Sarmento Coura
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da Uninove
• Texto Completo: http://bibliotecatede.uninove.br/handle/tede/2017
• topic: inclus??o social; pol??ticas de educa????o superior; teoria cr??tica; social inclusion; higher education policies; critical theory; inclusi??n social; pol??ticas de educaci??n superior; teor??a cr??tica; CIENCIAS HUMANAS::EDUCACAO

This paper presents an analysis of the policies of social inclusion in higher education in the period 2003-2014. The research aimed to understand how the process of social inclusion in higher education was developed in the period under analysis. As a methodological course was used the research of the State of Knowledge type, associated with bibliographic and documentary research techniques, with a qualitative and quantitative approach. The theoretical reference used was the Critical Theory of the Frankfurt School. From the results it can be emphasized that educational policies of inclusion have broadened the access of individuals from sectors traditionally excluded from higher education and have provided inclusive access in a meaningful way, but based on meritocracy. The study confirmed the thesis that social inclusion in higher education in the period 2003-2014 was limited and selective. The Brazilian educational system still preserves the mechanisms that perpetuate the inequality of opportunities, giving continuity to its conservation function, ignoring the differences and transmitting a knowledge that only part of its clientele can take advantage of. The data collected allow us to rethink social inclusion policies and programs to improve them, to enhance social advances.