Relação com o saber: um estudo com universitários ingressantes em uma instituição privada
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Artigo |
Idioma: | eng por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/169868 |
Resumo: | This article presents results of an investigation that sought to understand the relationship with academic knowledge of university students from a private institution of higher education. The research field was AGES University Center (UniAGES) located in the state of Bahia. The research subjects were 170 first and second period students who entered higher education through the aid of government programs, such as the Student Financing Fund (Fies) and the University for All Program (ProUni) and even the one implemented by the Institution, the Reception Program (ProVIDA). Data collection was carried out from the balance of knowledge, an instrument proposed by Bernard Charlot that consists of the process of producing a text about the subject’s learning. First, the article presents the theoretical axes, followed by the analysis of the learning evoked by the students, after it is discussed with whom the students say they have learned, the preponderance of intellectual and academic learning and, finally, the projects they elaborate for the future. It is concluded that the relationship with the knowledge of the research subjects is linked to the valuation of intellectual and academic learning as a promise of a better life. It is the element of mobilization to enter the university and, aiming at the insertion in the job market in a specialized society, it is not uncommon the preponderance presented for the type of learning strongly indicated. |
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Relação com o saber: um estudo com universitários ingressantes em uma instituição privadaRelationship with knowledge: a study with university students entering a private institutionRelationship with knowledgePrivate Higher EducationScholarship studentsRelação com o saberEducação Superior PrivadaAcadêmicos bolsistasThis article presents results of an investigation that sought to understand the relationship with academic knowledge of university students from a private institution of higher education. The research field was AGES University Center (UniAGES) located in the state of Bahia. The research subjects were 170 first and second period students who entered higher education through the aid of government programs, such as the Student Financing Fund (Fies) and the University for All Program (ProUni) and even the one implemented by the Institution, the Reception Program (ProVIDA). Data collection was carried out from the balance of knowledge, an instrument proposed by Bernard Charlot that consists of the process of producing a text about the subject’s learning. First, the article presents the theoretical axes, followed by the analysis of the learning evoked by the students, after it is discussed with whom the students say they have learned, the preponderance of intellectual and academic learning and, finally, the projects they elaborate for the future. It is concluded that the relationship with the knowledge of the research subjects is linked to the valuation of intellectual and academic learning as a promise of a better life. It is the element of mobilization to enter the university and, aiming at the insertion in the job market in a specialized society, it is not uncommon the preponderance presented for the type of learning strongly indicated.Este artigo apresenta resultados de uma investigação que buscou compreender a relação com o saber acadêmico de estudantes universitários de uma instituição privada de educação superior. O campo da pesquisa foi o Centro Universitário AGES (UniAGES) localizado no estado da Bahia. Os sujeitos da pesquisa foram 170 estudantes de primeiro e segundo período que ingressaram na educação superior mediante o auxílio de programas governamentais, tais como o Fundo de Financiamento Estudantil (Fies) e o Programa Universidade para Todos (ProUni) e mesmo o implementado pela Instituição, o Programa de Acolhimento (ProVIDA). A coleta de dados foi realizada a partir do balanço de saber, instrumento proposto por Bernard Charlot que consiste no processo da produção de um texto a respeito das aprendizagens do sujeito. Primeiramente, o artigo apresenta os eixos teóricos, seguidos da análise das aprendizagens evocadas pelos estudantes, após é discutido com quem os estudantes dizem ter aprendido, a preponderância das aprendizagens intelectuais e acadêmicas e, por fim, os projetos que elaboram para o futuro. Conclui-se que a relação com o saber dos sujeitos da pesquisa está ligada à valorização das aprendizagens intelectuais e acadêmicas como promessa de uma vida melhor. Trata-se do elemento de mobilização para entrar na universidade e, por almejarem a inserção no mercado de trabalho em uma sociedade especializada, não é incomum a preponderância apresentada para o tipo de aprendizado indicado com veemência.Universidade de São Paulo. Faculdade de Educação2021-06-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfapplication/xmlhttps://www.revistas.usp.br/ep/article/view/16986810.1590/s1678-4634202046214213Educação e Pesquisa; v. 46 (2020); e214213Educação e Pesquisa; Vol. 46 (2020); e214213Educação e Pesquisa; Vol. 46 (2020); e2142131678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPengporhttps://www.revistas.usp.br/ep/article/view/169868/160742https://www.revistas.usp.br/ep/article/view/169868/160741https://www.revistas.usp.br/ep/article/view/169868/160743Copyright (c) 2020 Educação e Pesquisahttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessVieira, Karina Sales2021-06-14T21:56:24Zoai:revistas.usp.br:article/169868Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2021-06-14T21:56:24Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Relação com o saber: um estudo com universitários ingressantes em uma instituição privada Relationship with knowledge: a study with university students entering a private institution |
title |
Relação com o saber: um estudo com universitários ingressantes em uma instituição privada |
spellingShingle |
Relação com o saber: um estudo com universitários ingressantes em uma instituição privada Vieira, Karina Sales Relationship with knowledge Private Higher Education Scholarship students Relação com o saber Educação Superior Privada Acadêmicos bolsistas |
title_short |
Relação com o saber: um estudo com universitários ingressantes em uma instituição privada |
title_full |
Relação com o saber: um estudo com universitários ingressantes em uma instituição privada |
title_fullStr |
Relação com o saber: um estudo com universitários ingressantes em uma instituição privada |
title_full_unstemmed |
Relação com o saber: um estudo com universitários ingressantes em uma instituição privada |
title_sort |
Relação com o saber: um estudo com universitários ingressantes em uma instituição privada |
author |
Vieira, Karina Sales |
author_facet |
Vieira, Karina Sales |
author_role |
author |
dc.contributor.author.fl_str_mv |
Vieira, Karina Sales |
dc.subject.por.fl_str_mv |
Relationship with knowledge Private Higher Education Scholarship students Relação com o saber Educação Superior Privada Acadêmicos bolsistas |
topic |
Relationship with knowledge Private Higher Education Scholarship students Relação com o saber Educação Superior Privada Acadêmicos bolsistas |
description |
This article presents results of an investigation that sought to understand the relationship with academic knowledge of university students from a private institution of higher education. The research field was AGES University Center (UniAGES) located in the state of Bahia. The research subjects were 170 first and second period students who entered higher education through the aid of government programs, such as the Student Financing Fund (Fies) and the University for All Program (ProUni) and even the one implemented by the Institution, the Reception Program (ProVIDA). Data collection was carried out from the balance of knowledge, an instrument proposed by Bernard Charlot that consists of the process of producing a text about the subject’s learning. First, the article presents the theoretical axes, followed by the analysis of the learning evoked by the students, after it is discussed with whom the students say they have learned, the preponderance of intellectual and academic learning and, finally, the projects they elaborate for the future. It is concluded that the relationship with the knowledge of the research subjects is linked to the valuation of intellectual and academic learning as a promise of a better life. It is the element of mobilization to enter the university and, aiming at the insertion in the job market in a specialized society, it is not uncommon the preponderance presented for the type of learning strongly indicated. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-06-14 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/169868 10.1590/s1678-4634202046214213 |
url |
https://www.revistas.usp.br/ep/article/view/169868 |
identifier_str_mv |
10.1590/s1678-4634202046214213 |
dc.language.iso.fl_str_mv |
eng por |
language |
eng por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/169868/160742 https://www.revistas.usp.br/ep/article/view/169868/160741 https://www.revistas.usp.br/ep/article/view/169868/160743 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Educação e Pesquisa http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Educação e Pesquisa http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf application/xml |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 46 (2020); e214213 Educação e Pesquisa; Vol. 46 (2020); e214213 Educação e Pesquisa; Vol. 46 (2020); e214213 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713813633564672 |