Adaptação ao campo universitário: trajetória escolar e herança familiar
Autor(a) principal: | |
---|---|
Data de Publicação: | 2022 |
Tipo de documento: | Trabalho de conclusão de curso |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/17127 |
Resumo: | The expansion of higher education accessibility due to law number 12.711/2012, which coded how students from public schools entered into the university, showed a necessity to ponder over how those students are adapting to university life. This brings up a question: which factors impact the adaptation process of students that originate from distinct social classes, that had inherited distinct capitals (economic, social, symbolic and cultural) and distinct school trajectories? In this way, the objective of this study is to understand how the process of adaptation of students from several social origins happens in the Federal University of São Carlos (UFSCar), looking to find the capitals and school trajectories that may possibly influence the initial phase of integration into the academic field. The theoric framework of this research is based upon Pierre Bourdieu contributions, which made an important critical analysis about the limits and contradictions of the french higher education democratization process and desmitifies the pedagogic optimism in which the students performance is related to just a few meritocratic questions. For this, online questionnaires and semi-structured interviews with the students from the most and least selective courses from each of the three science centers that are present in the São Carlos UFSCar campus were used, as well as a documental analisis and bibliographic survey to find out which were those courses. In trying to identify the possible profitable scholar capitals in the trajectory of the students, we understand that the access to the cultural capital where much higher in the courses with more selectivity, and brought more advantage to their adaptation process to the university field. The family heritage of an informational and cultural capital helped the first group of students to have less difficulties in the amount of reading and study required in their courses, since even before entering into the university they were encouraged to have a reading habit and they read more books per year. As such, the economic and cultural capitals favor the adaptation of those students into the university-academic field. The data about the origin and social standing, the difficulties that were found by the students, the possible influence of family heritage and the school trajectories point to a need to consider those informations when trying to understand how the adaptation process of students to the university field happens. The strategic investments made by the families during the school trajectory also may influence this process. so we consider that the difficulties presented by the students about their adaptation process may be related to the cultural capital and habitus that comes with their social standing and family heritage. Distinct trajectories may imply greater difficulties for some students and to understand this question may desmitify the gift ideology. |
id |
SCAR_51d655a5850e1920b17f6e161146e4af |
---|---|
oai_identifier_str |
oai:repositorio.ufscar.br:ufscar/17127 |
network_acronym_str |
SCAR |
network_name_str |
Repositório Institucional da UFSCAR |
repository_id_str |
4322 |
spelling |
Oliveira, Isabella Porto deFernandes, Maria Cristina da Silveira Galanhttp://lattes.cnpq.br/5786385589553214Mattos, Hellen Cristina Xavier da Silvahttp://lattes.cnpq.br/8605625866125060http://lattes.cnpq.br/984623386814796030a0868c-8942-43b6-a2f6-0c18b8a4ab7e2022-12-06T17:01:46Z2022-12-06T17:01:46Z2022-04-20OLIVEIRA, Isabella Porto de. Adaptação ao campo universitário: trajetória escolar e herança familiar. 2022. Trabalho de Conclusão de Curso (Graduação em Pedagogia) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/17127.https://repositorio.ufscar.br/handle/ufscar/17127The expansion of higher education accessibility due to law number 12.711/2012, which coded how students from public schools entered into the university, showed a necessity to ponder over how those students are adapting to university life. This brings up a question: which factors impact the adaptation process of students that originate from distinct social classes, that had inherited distinct capitals (economic, social, symbolic and cultural) and distinct school trajectories? In this way, the objective of this study is to understand how the process of adaptation of students from several social origins happens in the Federal University of São Carlos (UFSCar), looking to find the capitals and school trajectories that may possibly influence the initial phase of integration into the academic field. The theoric framework of this research is based upon Pierre Bourdieu contributions, which made an important critical analysis about the limits and contradictions of the french higher education democratization process and desmitifies the pedagogic optimism in which the students performance is related to just a few meritocratic questions. For this, online questionnaires and semi-structured interviews with the students from the most and least selective courses from each of the three science centers that are present in the São Carlos UFSCar campus were used, as well as a documental analisis and bibliographic survey to find out which were those courses. In trying to identify the possible profitable scholar capitals in the trajectory of the students, we understand that the access to the cultural capital where much higher in the courses with more selectivity, and brought more advantage to their adaptation process to the university field. The family heritage of an informational and cultural capital helped the first group of students to have less difficulties in the amount of reading and study required in their courses, since even before entering into the university they were encouraged to have a reading habit and they read more books per year. As such, the economic and cultural capitals favor the adaptation of those students into the university-academic field. The data about the origin and social standing, the difficulties that were found by the students, the possible influence of family heritage and the school trajectories point to a need to consider those informations when trying to understand how the adaptation process of students to the university field happens. The strategic investments made by the families during the school trajectory also may influence this process. so we consider that the difficulties presented by the students about their adaptation process may be related to the cultural capital and habitus that comes with their social standing and family heritage. Distinct trajectories may imply greater difficulties for some students and to understand this question may desmitify the gift ideology.A expansão do acesso ao ensino superior a partir da Lei nº 12.711/2012, que regulamentou o ingresso de estudantes oriundos de escola pública, trouxe a necessidade de se refletir sobre a temática da adaptação universitária destes estudantes. Com isso, chega-se à questão: quais fatores repercutem no processo de adaptação à universidade de estudantes oriundos de classes sociais distintas, que tiveram acesso a diferentes heranças de capitais (econômico, social, simbólico e cultural) e diferentes trajetórias escolares? Dessa forma, o objetivo deste estudo é compreender o processo de adaptação de estudantes de diferentes origens sociais na Universidade Federal de São Carlos (UFSCar), procurando identificar os possíveis capitais e trajetórias escolares que influenciam a fase inicial de integração ao meio acadêmico. O referencial teórico da pesquisa está fundamentado nas contribuições de Pierre Bourdieu, o qual realiza uma importante análise crítica sobre os limites e contradições do processo de democratização do ensino superior francês e desmistifica o otimismo pedagógico em que o desempenho do estudante está relacionado apenas às questões meritocráticas. Foram utilizados questionários on-line e entrevistas semiestruturadas com estudantes dos cursos mais e menos seletivos de cada um dos três centros de ciência presentes no campus de São Carlos da UFSCar, bem como uma análise documental e levantamento bibliográfico para a seleção destes cursos. Ao se buscar identificar os possíveis capitais escolarmente rentáveis nas trajetórias dos estudantes compreendeu-se que o acesso ao capital cultural pelos estudantes de cursos de alta seletividade era maior e foi mais vantajoso para seus processos de adaptação ao campo universitário. A herança familiar de um capital informacional e cultural auxiliou o primeiro grupo de estudantes a não terem tanta dificuldade com a carga de leituras e estudos de seus cursos, já que desde antes do ingresso no ensino superior eles eram incentivados a terem um hábito de leitura e liam mais livros por ano. Com isso, tem-se que os capitais econômico e cultural favorecem a adaptação dos estudantes ao campo acadêmico-universitário. Os dados sobre as origens e posições sociais, as dificuldades encontradas pelos estudantes, as possíveis influências da herança familiar e as trajetórias escolares apontam para a necessidade de se considerar essas informações ao buscar compreender o processo de adaptação dos estudantes ao campo universitário. Os investimentos estratégicos feitos pelas famílias durante a trajetória escolar também podem apresentar influência nesse processo. Considera-se, portanto, que as dificuldades apresentadas pelos estudantes sobre seus processos de adaptação, podem estar relacionadas com o capital cultural e habitus decorrentes da posição social e da herança familiar. As diferentes trajetórias podem implicar em maiores dificuldades para determinados estudantes e compreender essa questão pode desmistificar a ideologia do dom.Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)2019/27635-2porUniversidade Federal de São CarlosCâmpus São CarlosPedagogia - PedLNUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessTrajetóriasHerança familiarCapital culturalEnsino Superioruniversity adaptationtrajectoriesfamily heritagecultural capitalhigher educationCIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAOAdaptação ao campo universitário: trajetória escolar e herança familiarAdaptation to the university field: school trajectory and family heritageinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bachelorThesis6006001f02d67c-3a75-407e-8558-49651ca7e564reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTCC_IsabellaPortodeOliveira (2).pdfTCC_IsabellaPortodeOliveira (2).pdfTCCapplication/pdf1020619https://repositorio.ufscar.br/bitstream/ufscar/17127/1/TCC_IsabellaPortodeOliveira%20%282%29.pdf195c2a2bedec7d4a086e6f16d184ce87MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/17127/2/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD52TEXTTCC_IsabellaPortodeOliveira (2).pdf.txtTCC_IsabellaPortodeOliveira (2).pdf.txtExtracted texttext/plain180103https://repositorio.ufscar.br/bitstream/ufscar/17127/3/TCC_IsabellaPortodeOliveira%20%282%29.pdf.txtb670b6360254de636139a009764bd73aMD53THUMBNAILTCC_IsabellaPortodeOliveira (2).pdf.jpgTCC_IsabellaPortodeOliveira (2).pdf.jpgIM Thumbnailimage/jpeg5659https://repositorio.ufscar.br/bitstream/ufscar/17127/4/TCC_IsabellaPortodeOliveira%20%282%29.pdf.jpg5763323e0a1f1a08f76fe7c57cfaef9bMD54ufscar/171272023-09-18 18:32:32.86oai:repositorio.ufscar.br:ufscar/17127Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:32Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Adaptação ao campo universitário: trajetória escolar e herança familiar |
dc.title.alternative.eng.fl_str_mv |
Adaptation to the university field: school trajectory and family heritage |
title |
Adaptação ao campo universitário: trajetória escolar e herança familiar |
spellingShingle |
Adaptação ao campo universitário: trajetória escolar e herança familiar Oliveira, Isabella Porto de Trajetórias Herança familiar Capital cultural Ensino Superior university adaptation trajectories family heritage cultural capital higher education CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO |
title_short |
Adaptação ao campo universitário: trajetória escolar e herança familiar |
title_full |
Adaptação ao campo universitário: trajetória escolar e herança familiar |
title_fullStr |
Adaptação ao campo universitário: trajetória escolar e herança familiar |
title_full_unstemmed |
Adaptação ao campo universitário: trajetória escolar e herança familiar |
title_sort |
Adaptação ao campo universitário: trajetória escolar e herança familiar |
author |
Oliveira, Isabella Porto de |
author_facet |
Oliveira, Isabella Porto de |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/9846233868147960 |
dc.contributor.author.fl_str_mv |
Oliveira, Isabella Porto de |
dc.contributor.advisor1.fl_str_mv |
Fernandes, Maria Cristina da Silveira Galan |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5786385589553214 |
dc.contributor.advisor-co1.fl_str_mv |
Mattos, Hellen Cristina Xavier da Silva |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/8605625866125060 |
dc.contributor.authorID.fl_str_mv |
30a0868c-8942-43b6-a2f6-0c18b8a4ab7e |
contributor_str_mv |
Fernandes, Maria Cristina da Silveira Galan Mattos, Hellen Cristina Xavier da Silva |
dc.subject.por.fl_str_mv |
Trajetórias Herança familiar Capital cultural Ensino Superior |
topic |
Trajetórias Herança familiar Capital cultural Ensino Superior university adaptation trajectories family heritage cultural capital higher education CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO |
dc.subject.eng.fl_str_mv |
university adaptation trajectories family heritage cultural capital higher education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO |
description |
The expansion of higher education accessibility due to law number 12.711/2012, which coded how students from public schools entered into the university, showed a necessity to ponder over how those students are adapting to university life. This brings up a question: which factors impact the adaptation process of students that originate from distinct social classes, that had inherited distinct capitals (economic, social, symbolic and cultural) and distinct school trajectories? In this way, the objective of this study is to understand how the process of adaptation of students from several social origins happens in the Federal University of São Carlos (UFSCar), looking to find the capitals and school trajectories that may possibly influence the initial phase of integration into the academic field. The theoric framework of this research is based upon Pierre Bourdieu contributions, which made an important critical analysis about the limits and contradictions of the french higher education democratization process and desmitifies the pedagogic optimism in which the students performance is related to just a few meritocratic questions. For this, online questionnaires and semi-structured interviews with the students from the most and least selective courses from each of the three science centers that are present in the São Carlos UFSCar campus were used, as well as a documental analisis and bibliographic survey to find out which were those courses. In trying to identify the possible profitable scholar capitals in the trajectory of the students, we understand that the access to the cultural capital where much higher in the courses with more selectivity, and brought more advantage to their adaptation process to the university field. The family heritage of an informational and cultural capital helped the first group of students to have less difficulties in the amount of reading and study required in their courses, since even before entering into the university they were encouraged to have a reading habit and they read more books per year. As such, the economic and cultural capitals favor the adaptation of those students into the university-academic field. The data about the origin and social standing, the difficulties that were found by the students, the possible influence of family heritage and the school trajectories point to a need to consider those informations when trying to understand how the adaptation process of students to the university field happens. The strategic investments made by the families during the school trajectory also may influence this process. so we consider that the difficulties presented by the students about their adaptation process may be related to the cultural capital and habitus that comes with their social standing and family heritage. Distinct trajectories may imply greater difficulties for some students and to understand this question may desmitify the gift ideology. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-12-06T17:01:46Z |
dc.date.available.fl_str_mv |
2022-12-06T17:01:46Z |
dc.date.issued.fl_str_mv |
2022-04-20 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/bachelorThesis |
format |
bachelorThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
OLIVEIRA, Isabella Porto de. Adaptação ao campo universitário: trajetória escolar e herança familiar. 2022. Trabalho de Conclusão de Curso (Graduação em Pedagogia) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/17127. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/17127 |
identifier_str_mv |
OLIVEIRA, Isabella Porto de. Adaptação ao campo universitário: trajetória escolar e herança familiar. 2022. Trabalho de Conclusão de Curso (Graduação em Pedagogia) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/17127. |
url |
https://repositorio.ufscar.br/handle/ufscar/17127 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.confidence.fl_str_mv |
600 600 |
dc.relation.authority.fl_str_mv |
1f02d67c-3a75-407e-8558-49651ca7e564 |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nc-nd/3.0/br/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nc-nd/3.0/br/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus São Carlos Pedagogia - PedLN |
dc.publisher.initials.fl_str_mv |
UFSCar |
publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus São Carlos Pedagogia - PedLN |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFSCAR instname:Universidade Federal de São Carlos (UFSCAR) instacron:UFSCAR |
instname_str |
Universidade Federal de São Carlos (UFSCAR) |
instacron_str |
UFSCAR |
institution |
UFSCAR |
reponame_str |
Repositório Institucional da UFSCAR |
collection |
Repositório Institucional da UFSCAR |
bitstream.url.fl_str_mv |
https://repositorio.ufscar.br/bitstream/ufscar/17127/1/TCC_IsabellaPortodeOliveira%20%282%29.pdf https://repositorio.ufscar.br/bitstream/ufscar/17127/2/license_rdf https://repositorio.ufscar.br/bitstream/ufscar/17127/3/TCC_IsabellaPortodeOliveira%20%282%29.pdf.txt https://repositorio.ufscar.br/bitstream/ufscar/17127/4/TCC_IsabellaPortodeOliveira%20%282%29.pdf.jpg |
bitstream.checksum.fl_str_mv |
195c2a2bedec7d4a086e6f16d184ce87 e39d27027a6cc9cb039ad269a5db8e34 b670b6360254de636139a009764bd73a 5763323e0a1f1a08f76fe7c57cfaef9b |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR) |
repository.mail.fl_str_mv |
|
_version_ |
1802136415284232192 |