Acesso à universidade: dualismo, mérito e democratização em questão

• Autor(a) principal: Mendes, Maíra Tavares
• Data de Publicação: 2016
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10418
• topic: University Access. Educational Dualism; PIMESP; Affirmative Actions; Racism; Silencin; Acesso à universidade; Dualismo educacional; PIMESP; Ações afirmativas; Silenciamento; Educação; Ensino Universitário; Racismo; CNPQ::CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL::POLITICA EDUCACIONAL

In December 2012 Geraldo Alckmin, governor of São Paulo state, proposed the Program for Inclusion with Merit in Paulista Higher Education System - PIMESP as an alternative to quotas for public school students, blacks and indigenous people to directly access public higher education. The aim of this work is to discuss what supports the proposition of PIMESP, analyzing discourses about access to university and its production conditions, having Critical Discourse Analysis as theoretical and methodological framework. We analyzed the official discourse (from São Paulo´s State Government bodies); the institutional discourse (from University of São Paulo instance records); the media discourse (Folha de São Paulo, Fórum website and Afropress); and the discourse of social movements (ADUSP, DCE da USP, Rede Emancipa de Cursinhos Populares e Frentes Pró-Cotas Raciais de São Paulo). The categories which underlie the analysis of PIMESP are the assumption of the poor quality of public school, the representation of blacks and indigenous as objects of the actions of institutions, the opposition of "quotas" and "goals" and the role of technologies in the proposed college. Silencing is a central element in the hegemonic discourses on PIMESP (official discourse, institutional discourse and discourse of mainstream media), especially when concerning racial inequalities and authorship / circulation of texts. We identify a polarization of discourses on access to higher education, each one differentiating the type of education for different classes (dualism): discourse on merit, which makes use of measurable performance through tests as quality criterion to characterize prestigious public universities; and the discourse on democratization, based on a type of formation focused on immediate insertion in the labor market, reducing education to the sense of training certification ("interested education"). Between these two poles there is a continuum in which it is outlined a tacit hierarchy between higher education projects, sliding the meaning from right to public universities to access to tertiary education