Pensamento social, justiça e cotas: um estudo de representações sociais com universitários

• Autor(a) principal: Silva, Thamiris Marques da
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/15395
• topic: Quotas; Justice; Social Representations; Cotas. Justiça. Representações Sociais; Psicologia Social; Ensino Universitário; Cotas - Brasil; Representações sociais; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL

This dissertation investigates the social thought that university students, quota student and non-quota student, have about openings or quotas and justice. The theoretical framework involves the Theory of Social Representations of Serge Moscovici (1961) and its sub theory, the Theory of the Central Core by Abric (1994). Among the purposes is the search of an explanation for the frequent rejection of racial quotas by university students indicated in the literature (NEVES, LIMA, 2007; Naiff et al., 2009). The method includes a questionnaire that contains free evocation with inductors terms "Justice" and "quotas", closed questions and Likert items. Data analysis of evocations is the prototypical analysis (VERGÈS, 1994), as well as accounting of frequencies related to the responses of closed questions and t-student test for Likert items. The results show that some ideas are common to quota student and non-quota student, as the concept of equality that arises in both groups associated to Justice and Quotas. In addition, the university students share the concepts of laws and rights linked to justice and the concept of opportunity linked to quotas. The results related to the social and racial quotas in universities show that the quotas aimed at black people, Indians and public school students taking into account income, both are favorable; since the difference between the two groups lies in the fact of non-quota students were contrary to quotas aimed at black people, Indians and public school students regardless of their income, while the quota students are supportive of quotas for Indians and public school students with or without income, despite agreeing with the scholarship students that quotas for black people are only acceptable with the weighting of income. Among the main contributions of the research is no doubt the overall result for the social thought of quota students and non-quota students which was not as polarized as expected, since it comprehended many similar ideas between the groups. Another point is that the university students, in general, were not as unfavorable to racial quotas when they ponder the income of individuals, as shown in other studies (NAIFF et al., 2009; NEVES, LIMA, 2007; SILVA, SILVA, 2012)