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

Detalhes bibliográficos
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
Resumo: 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.
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spelling Roggero, RosemaryRoggero, RosemaryGiovinazzo J??nior, Carlos Ant??nioHaas, C??lia MariaMafra, Jason FerreiraSantos, Jos?? Eduardo de Oliveirahttp://lattes.cnpq.br/0572751941529120Rocha, Aline Sarmento Coura2019-06-13T18:35:32Z2018-08-03Rocha, Aline Sarmento Coura. Inclus??o social na educa????o superior: uma an??lise das pol??ticas do per??odo 2003-2014. 2018. 167 f. Tese( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo.http://bibliotecatede.uninove.br/handle/tede/2017This 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.Este trabajo presenta un an??lisis de las pol??ticas de inclusi??n social en la educaci??n superior en el per??odo 2003-2014. La investigaci??n tuvo como objetivo comprender c??mo se desarroll?? el proceso de inclusi??n social en la educaci??n superior en el per??odo en an??lisis. Como recorrido metodol??gico se utiliz?? la investigaci??n del tipo Estado del Conocimiento, asociada a las t??cnicas de investigaci??n bibliogr??fica y documental, con abordaje cualitativo y cuantitativo. El referencial te??rico utilizado fue la Teor??a Cr??tica de la Escuela de Frankfurt. De los resultados se puede destacar que las pol??ticas educativas de inclusi??n ampliaron el acceso de los individuos de sectores tradicionalmente excluidos de la educaci??n superior y proporcionaron acceso inclusivo de modo significativo, pero pautado en la meritocracia. El estudio realizado confirm?? la tesis de que la inclusi??n social en la educaci??n superior en el per??odo 2003-2014 fue limitada y selectiva. El sistema educativo brasile??o todav??a conserva los mecanismos que perpet??an la desigualdad de oportunidades, dando continuidad a su funci??n de conservaci??n, ignorando las diferencias y transmite un saber que s??lo parte de su clientela tiene condiciones de aprovechar. Los datos recolectados permiten repensar las pol??ticas y programas de inclusi??n social para perfeccionarlos potenciar los avances sociales.Este trabalho apresenta uma an??lise das pol??ticas de inclus??o social na educa????o superior no per??odo de 2003-2014. A pesquisa teve como objetivo compreender como se desenvolveu o processo de inclus??o social na educa????o superior no per??odo em an??lise. Como percurso metodol??gico foi utilizada a pesquisa do tipo estado do conhecimento, associada ??s t??cnicas de pesquisa bibliogr??fica e documental, com abordagem qualitativa e quantitativa. O referencial te??rico utilizado foi a Teoria Cr??tica da Escola de Frankfurt. Dos resultados pode-se destacar que as pol??ticas educacionais de inclus??o ampliaram o acesso dos indiv??duos de setores tradicionalmente exclu??dos da educa????o superior e proporcionaram acesso inclusivo de modo significativo, por??m pautado na meritocracia. O estudo realizado confirmou a tese de que a inclus??o social na educa????o superior no per??odo de 2003-2014 foi limitada e seletiva. O sistema educacional brasileiro ainda conserva os mecanismos que perpetuam a desigualdade de oportunidades, dando continuidade ?? sua fun????o de conserva????o, ignorando as diferen??as e transmite um saber que apenas parte de sua clientela tem condi????es de aproveitar. Os dados coletados permitem repensar as pol??ticas e programas de inclus??o social para aprimor??-los e potencializar os avan??os sociais.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2019-06-13T18:35:32Z No. of bitstreams: 1 Aline Sarmento Coura Rocha.pdf: 3039990 bytes, checksum: 0a5b89be314d42c6bfbb504c3d9ca42b (MD5)Made available in DSpace on 2019-06-13T18:35:32Z (GMT). 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dc.title.por.fl_str_mv Inclus??o social na educa????o superior: uma an??lise das pol??ticas do per??odo 2003-2014
dc.title.alternative.spa.fl_str_mv Inclusi??n social en la educaci??n superior: un an??lisis de las pol??ticas del per??odo 2003-2014
title Inclus??o social na educa????o superior: uma an??lise das pol??ticas do per??odo 2003-2014
spellingShingle Inclus??o social na educa????o superior: uma an??lise das pol??ticas do per??odo 2003-2014
Rocha, Aline Sarmento Coura
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
title_short Inclus??o social na educa????o superior: uma an??lise das pol??ticas do per??odo 2003-2014
title_full Inclus??o social na educa????o superior: uma an??lise das pol??ticas do per??odo 2003-2014
title_fullStr Inclus??o social na educa????o superior: uma an??lise das pol??ticas do per??odo 2003-2014
title_full_unstemmed Inclus??o social na educa????o superior: uma an??lise das pol??ticas do per??odo 2003-2014
title_sort Inclus??o social na educa????o superior: uma an??lise das pol??ticas do per??odo 2003-2014
author Rocha, Aline Sarmento Coura
author_facet Rocha, Aline Sarmento Coura
author_role author
dc.contributor.advisor1.fl_str_mv Roggero, Rosemary
dc.contributor.referee1.fl_str_mv Roggero, Rosemary
dc.contributor.referee2.fl_str_mv Giovinazzo J??nior, Carlos Ant??nio
dc.contributor.referee3.fl_str_mv Haas, C??lia Maria
dc.contributor.referee4.fl_str_mv Mafra, Jason Ferreira
dc.contributor.referee5.fl_str_mv Santos, Jos?? Eduardo de Oliveira
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/0572751941529120
dc.contributor.author.fl_str_mv Rocha, Aline Sarmento Coura
contributor_str_mv Roggero, Rosemary
Roggero, Rosemary
Giovinazzo J??nior, Carlos Ant??nio
Haas, C??lia Maria
Mafra, Jason Ferreira
Santos, Jos?? Eduardo de Oliveira
dc.subject.por.fl_str_mv inclus??o social
pol??ticas de educa????o superior
teoria cr??tica
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
dc.subject.eng.fl_str_mv social inclusion
higher education policies
critical theory
dc.subject.spa.fl_str_mv inclusi??n social
pol??ticas de educaci??n superior
teor??a cr??tica
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description 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.
publishDate 2018
dc.date.issued.fl_str_mv 2018-08-03
dc.date.accessioned.fl_str_mv 2019-06-13T18:35:32Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/doctoralThesis
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dc.identifier.citation.fl_str_mv Rocha, Aline Sarmento Coura. Inclus??o social na educa????o superior: uma an??lise das pol??ticas do per??odo 2003-2014. 2018. 167 f. Tese( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo.
dc.identifier.uri.fl_str_mv http://bibliotecatede.uninove.br/handle/tede/2017
identifier_str_mv Rocha, Aline Sarmento Coura. Inclus??o social na educa????o superior: uma an??lise das pol??ticas do per??odo 2003-2014. 2018. 167 f. Tese( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo.
url http://bibliotecatede.uninove.br/handle/tede/2017
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dc.publisher.department.fl_str_mv Educa????o
publisher.none.fl_str_mv Universidade Nove de Julho
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