Os processos formativos de estudantes cotistas autodeclarados pretos e pardos e os contextos emergentes na UFSM
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/23175 |
Resumo: | This thesis is part of the Research Line - LP1 Teaching, Knowledge and Professional Development (LP1), of the Postgraduate Program in Education (PPGE), of the Federal University of Santa Maria (UFSM) and presents the processes training courses for self-declared quota students black and brown. The general objective is to understand how the training processes of quota students who attend undergraduate courses at CampusCamobi, at the Federal University of Santa Maria, take place; with a view to ‘getting to know their personal trajectories’, ‘identifying their implication of formative processes in learning the profession’ and, finally, ‘recognizing the emerging contexts in which they are immersed’. To this end, we conducted a qualitative research based on the socio-cultural narrative approach presented by Bolzan (2001, 2002), who developed this methodological proposition from the studies of Bakhtin (1995, 2003), Connely and Clandinin (1995), Freitas (1998, 2002) and Vygotsky (1994, 2013). We started the investigation with the mapping of the theses published nationwide, between the years 2012 and 2017, on the research theme, we proceeded to analyze the main legal documents that deal with the subject and, later, we conducted narrative interviews through topics- guide with nine students who entered through the Reverse Vacancy System. This process, theoretically based on the productions of Almeida (2019), Bastos (2014), Bourdieu (1998), Silva Filho (2013), Fonseca (2009), Freire (1969, 1985), Gomes (2002a, 2002b, 2002c), Grisa (2015), Melo (2007), Piovesan (2015), Ribeiro (2017, 2019), Santos (2005), Zonisein and Feres Júnior (2008), among others who debate the training of students, as well as the admission and permanence of quota students in education higher education, explained the existence of a central category - formative processes, which is constituted by the dimensions of formative trajectory and institutional culture. These dimensions were structured by categorical elements that allow us to infer at the end of the writing the thesis report that the family context and the schooling processes leave significant marks on the student's formative trajectory, implying at the moment of insertion in higher education; the university, in turn, still moves from an institutional dynamic that does not envision the presence of self-declared black students and does little to promote debates about cultural diversity, does not highlight and value the presence of blacks and, finally, discloses the importance of affirmative measures to make the academic space truly democratic and plural. |
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Os processos formativos de estudantes cotistas autodeclarados pretos e pardos e os contextos emergentes na UFSMThe formative processes of self-declared black and brown quotes students and the contexts emerging at UFSMEstudantes cotistasProcessos formativosTrajetória de formaçãoCultura institucionalContextos emergentesQuota studentsTraining processesTraining trajectoryInstitutional cultureEmerging contextsCNPQ::CIENCIAS HUMANAS::EDUCACAOThis thesis is part of the Research Line - LP1 Teaching, Knowledge and Professional Development (LP1), of the Postgraduate Program in Education (PPGE), of the Federal University of Santa Maria (UFSM) and presents the processes training courses for self-declared quota students black and brown. The general objective is to understand how the training processes of quota students who attend undergraduate courses at CampusCamobi, at the Federal University of Santa Maria, take place; with a view to ‘getting to know their personal trajectories’, ‘identifying their implication of formative processes in learning the profession’ and, finally, ‘recognizing the emerging contexts in which they are immersed’. To this end, we conducted a qualitative research based on the socio-cultural narrative approach presented by Bolzan (2001, 2002), who developed this methodological proposition from the studies of Bakhtin (1995, 2003), Connely and Clandinin (1995), Freitas (1998, 2002) and Vygotsky (1994, 2013). We started the investigation with the mapping of the theses published nationwide, between the years 2012 and 2017, on the research theme, we proceeded to analyze the main legal documents that deal with the subject and, later, we conducted narrative interviews through topics- guide with nine students who entered through the Reverse Vacancy System. This process, theoretically based on the productions of Almeida (2019), Bastos (2014), Bourdieu (1998), Silva Filho (2013), Fonseca (2009), Freire (1969, 1985), Gomes (2002a, 2002b, 2002c), Grisa (2015), Melo (2007), Piovesan (2015), Ribeiro (2017, 2019), Santos (2005), Zonisein and Feres Júnior (2008), among others who debate the training of students, as well as the admission and permanence of quota students in education higher education, explained the existence of a central category - formative processes, which is constituted by the dimensions of formative trajectory and institutional culture. These dimensions were structured by categorical elements that allow us to infer at the end of the writing the thesis report that the family context and the schooling processes leave significant marks on the student's formative trajectory, implying at the moment of insertion in higher education; the university, in turn, still moves from an institutional dynamic that does not envision the presence of self-declared black students and does little to promote debates about cultural diversity, does not highlight and value the presence of blacks and, finally, discloses the importance of affirmative measures to make the academic space truly democratic and plural.Esta tese insere-se na Linha de Pesquisa – LP1 Docência, Saberes e Desenvolvimento Profissional (LP1), do Programa de Pós-graduação em Educação (PPGE), da Universidade Federal de Santa Maria (UFSM), e apresenta como temática de pesquisa os processos formativos de estudantes cotistas autodeclarados pretos e pardos. Propomos, como objetivo geral, compreender como ocorrem os processos formativos dos estudantes cotistas que cursam graduação no campus Camobi, da Universidade Federal de Santa Maria; visando ‘conhecer a trajetória pessoal desses estudantes’, ‘identificar a implicação dos processos formativos na aprendizagem da profissão’ e, por fim, ‘reconhecer os contextos emergentes nos quais eles estão imersos’. Para tanto, realizamos uma pesquisa qualitativa assentada na abordagem narrativa sociocultural apresentada por Bolzan (2001, 2002), que desenvolveu essa proposição metodológica a partir dos estudos de Bakhtin (1995, 2003), Connelly e Clandinin (1995), Freitas (1998, 2002) e Vygotsky (1994, 2013). Iniciamos a investigação com o mapeamento das teses publicadas em âmbito nacional, entre os anos de 2012 e 2017, sobre a temática da pesquisa, procedemos para análise dos principais documentos legais que tratam do assunto e, posteriormente, realizamos entrevistas narrativas por meio de tópicos guia com nove estudantes que ingressaram pelo Sistema de Reversa de Vagas. Esse processo, fundamentado teoricamente pelas produções de Almeida (2019), Bastos (2014), Bourdieu (1998), Silva Filho (2013), Fonseca (2009), Freire (1969, 1985), Gomes (2002a, 2002b, 2002c), Grisa (2015), Melo (2007), Piovesan (2015), Ribeiro (2017, 2019), Santos (2005), Zoninsein e Feres Júnior (2008), entre outras que debatem sobre a formação de estudantes, o ingresso e a permanência de alunos cotistas no ensino superior, explicitou a existência de uma categorial central – processos formativos –, a qual é constituída pelas dimensões trajetória formativa e cultura institucional. Essas dimensões foram estruturadas por elementos categoriais que nos permitiram inferir, ao término da escrita do relatório de tese, que o contexto familiar e os processos de escolarização deixam marcas significativas na trajetória formativa do estudante, implicando no momento da inserção no ensino superior; a universidade, por sua vez, ainda se movimenta a partir de uma dinâmica institucional que não vislumbra a presença dos estudantes autodeclarados pretos e pouco promove debates sobre a diversidade cultural, não notabiliza e valoriza a presença do negro e, por fim, divulga a importância das ações afirmativas para tornar o espaço acadêmico realmente democrático e plural.Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em EducaçãoCentro de EducaçãoBolzan, Doris Pires Vargashttp://lattes.cnpq.br/3167841618840023Henz, Celso IlgoFonseca, Dagoberto JoséMacedo, João Heitor SilvaVeiga, Adriana Moreira da RochaMelo, Ana Lúcia AguiarGoulart, Sheila Fagundes2021-12-07T12:48:46Z2021-12-07T12:48:46Z2021-02-12info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/23175porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2021-12-30T13:03:36Zoai:repositorio.ufsm.br:1/23175Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2021-12-30T13:03:36Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Os processos formativos de estudantes cotistas autodeclarados pretos e pardos e os contextos emergentes na UFSM The formative processes of self-declared black and brown quotes students and the contexts emerging at UFSM |
title |
Os processos formativos de estudantes cotistas autodeclarados pretos e pardos e os contextos emergentes na UFSM |
spellingShingle |
Os processos formativos de estudantes cotistas autodeclarados pretos e pardos e os contextos emergentes na UFSM Goulart, Sheila Fagundes Estudantes cotistas Processos formativos Trajetória de formação Cultura institucional Contextos emergentes Quota students Training processes Training trajectory Institutional culture Emerging contexts CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Os processos formativos de estudantes cotistas autodeclarados pretos e pardos e os contextos emergentes na UFSM |
title_full |
Os processos formativos de estudantes cotistas autodeclarados pretos e pardos e os contextos emergentes na UFSM |
title_fullStr |
Os processos formativos de estudantes cotistas autodeclarados pretos e pardos e os contextos emergentes na UFSM |
title_full_unstemmed |
Os processos formativos de estudantes cotistas autodeclarados pretos e pardos e os contextos emergentes na UFSM |
title_sort |
Os processos formativos de estudantes cotistas autodeclarados pretos e pardos e os contextos emergentes na UFSM |
author |
Goulart, Sheila Fagundes |
author_facet |
Goulart, Sheila Fagundes |
author_role |
author |
dc.contributor.none.fl_str_mv |
Bolzan, Doris Pires Vargas http://lattes.cnpq.br/3167841618840023 Henz, Celso Ilgo Fonseca, Dagoberto José Macedo, João Heitor Silva Veiga, Adriana Moreira da Rocha Melo, Ana Lúcia Aguiar |
dc.contributor.author.fl_str_mv |
Goulart, Sheila Fagundes |
dc.subject.por.fl_str_mv |
Estudantes cotistas Processos formativos Trajetória de formação Cultura institucional Contextos emergentes Quota students Training processes Training trajectory Institutional culture Emerging contexts CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Estudantes cotistas Processos formativos Trajetória de formação Cultura institucional Contextos emergentes Quota students Training processes Training trajectory Institutional culture Emerging contexts CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This thesis is part of the Research Line - LP1 Teaching, Knowledge and Professional Development (LP1), of the Postgraduate Program in Education (PPGE), of the Federal University of Santa Maria (UFSM) and presents the processes training courses for self-declared quota students black and brown. The general objective is to understand how the training processes of quota students who attend undergraduate courses at CampusCamobi, at the Federal University of Santa Maria, take place; with a view to ‘getting to know their personal trajectories’, ‘identifying their implication of formative processes in learning the profession’ and, finally, ‘recognizing the emerging contexts in which they are immersed’. To this end, we conducted a qualitative research based on the socio-cultural narrative approach presented by Bolzan (2001, 2002), who developed this methodological proposition from the studies of Bakhtin (1995, 2003), Connely and Clandinin (1995), Freitas (1998, 2002) and Vygotsky (1994, 2013). We started the investigation with the mapping of the theses published nationwide, between the years 2012 and 2017, on the research theme, we proceeded to analyze the main legal documents that deal with the subject and, later, we conducted narrative interviews through topics- guide with nine students who entered through the Reverse Vacancy System. This process, theoretically based on the productions of Almeida (2019), Bastos (2014), Bourdieu (1998), Silva Filho (2013), Fonseca (2009), Freire (1969, 1985), Gomes (2002a, 2002b, 2002c), Grisa (2015), Melo (2007), Piovesan (2015), Ribeiro (2017, 2019), Santos (2005), Zonisein and Feres Júnior (2008), among others who debate the training of students, as well as the admission and permanence of quota students in education higher education, explained the existence of a central category - formative processes, which is constituted by the dimensions of formative trajectory and institutional culture. These dimensions were structured by categorical elements that allow us to infer at the end of the writing the thesis report that the family context and the schooling processes leave significant marks on the student's formative trajectory, implying at the moment of insertion in higher education; the university, in turn, still moves from an institutional dynamic that does not envision the presence of self-declared black students and does little to promote debates about cultural diversity, does not highlight and value the presence of blacks and, finally, discloses the importance of affirmative measures to make the academic space truly democratic and plural. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-12-07T12:48:46Z 2021-12-07T12:48:46Z 2021-02-12 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/23175 |
url |
http://repositorio.ufsm.br/handle/1/23175 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
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1805922167062265856 |