Limits to the affiliation to academic life of lower classes of students in the context of university expansion
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/157258 |
Resumo: | This study aims to understand the academic trajectory of lower-class students in the course of Electrical Engineering, created in the context of university expansion. In theoretical terms, the research is based on the concepts of habitus and dispositions, in the perspectives presented by Bourdieu and Lahire; in the notions of integration and university affiliation, made, respectively, by Tinto and Coulon and in the studies about unlikely school trajectories. Out of 99 students, nine were identified as belonging to the lower classes, out of these nine students, eight participated in the third phase of the research, the construction of the “sociological portraits” intended to understand which dispositions and types of behavior of these subjects provided conditions for entry as well as the integration and affiliation to higher education. The increase of places together with the reformulation of the selection processes for university admission are structural issues that benefitted these students to be admitted in a course considered of high social prestige. However, the absence of academic restructuring to welcome students from different social backgrounds turns out to be a contrary factor to the real democratization of higher education. In addition, completing basic education, even though has allowed access to the college, seems not to have provided students with the skills, abilities and knowledge required to affiliation to higher education. Therefore, structural school issues, occurring in basic education, stand as an obstacle to college success. Thus, rational pedagogy and the pedagogy of affiliation, formulated by Bourdieu and Coulon, respectively, seem to point to a university restructuring process in an inclusive perspective. |
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Limits to the affiliation to academic life of lower classes of students in the context of university expansionLimites para afiliação à vida acadêmica de estudantes de camadas populares no contexto de expansão universitáriaLower-class studentsUniversity expansionDemocratization of higher educationEstudantes de camadas popularesExpansão universitáriaDemocratização do ensino superiorThis study aims to understand the academic trajectory of lower-class students in the course of Electrical Engineering, created in the context of university expansion. In theoretical terms, the research is based on the concepts of habitus and dispositions, in the perspectives presented by Bourdieu and Lahire; in the notions of integration and university affiliation, made, respectively, by Tinto and Coulon and in the studies about unlikely school trajectories. Out of 99 students, nine were identified as belonging to the lower classes, out of these nine students, eight participated in the third phase of the research, the construction of the “sociological portraits” intended to understand which dispositions and types of behavior of these subjects provided conditions for entry as well as the integration and affiliation to higher education. The increase of places together with the reformulation of the selection processes for university admission are structural issues that benefitted these students to be admitted in a course considered of high social prestige. However, the absence of academic restructuring to welcome students from different social backgrounds turns out to be a contrary factor to the real democratization of higher education. In addition, completing basic education, even though has allowed access to the college, seems not to have provided students with the skills, abilities and knowledge required to affiliation to higher education. Therefore, structural school issues, occurring in basic education, stand as an obstacle to college success. Thus, rational pedagogy and the pedagogy of affiliation, formulated by Bourdieu and Coulon, respectively, seem to point to a university restructuring process in an inclusive perspective.Este trabalho objetiva compreender a trajetória acadêmica de estudantes de camadas populares, no curso de engenharia elétrica, criado no contexto de expansão universitária. Em termos teóricos, a pesquisa se apoia nos conceitos de habitus e disposições, nas perspectivas apresentadas por Bourdieu e Lahire; nas noções de integração e afiliação universitária, formuladas, respectivamente, por Tinto e Coulon e nos estudos sobre trajetórias escolares improváveis. Em um total de 99 estudantes, foram identificados nove como pertencentes às camadas populares, dos quais oito participaram da construção dos retratos sociológicos que buscou compreender quais disposições e tipos de comportamentos foram condicionantes para o ingresso e para o processo de integração e afiliação ao ensino superior. A expansão de vagas bem como a reformulação dos processos seletivos para ingresso na instituição são questões estruturais que favoreceram a chegada desses estudantes em um curso considerado de alto prestígio social. Entretanto, a ausência de uma restruturação acadêmica capaz de acolher estudantes de diferentes origens sociais se mostra como fator contrário à democratização real do ensino superior. Além disso, a conclusão da educação básica, embora tenha permitido o acesso ao curso, parece não ter dotado os estudantes de competências, habilidades e conhecimentos necessários à afiliação ao ensino superior. Portanto, questões escolares estruturais, originárias ainda na educação básica, se colocam como um obstáculo para o sucesso universitário. Nesse sentido, a pedagogia racional bem como a pedagogia da afiliação parecem apontar para uma reestruturação universitária, em uma perspectiva inclusiva.Universidade de São Paulo. Faculdade de Educação2019-04-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/15725810.1590/s1678-4634201844173462Educação e Pesquisa; v. 44 (2018); e173462Educação e Pesquisa; Vol. 44 (2018); e173462Educação e Pesquisa; Vol. 44 (2018); e1734621678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/157258/152637Copyright (c) 2019 Educação e Pesquisainfo:eu-repo/semantics/openAccessFigueiredo, Alice Cristina2019-04-23T14:47:55Zoai:revistas.usp.br:article/157258Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2019-04-23T14:47:55Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Limits to the affiliation to academic life of lower classes of students in the context of university expansion Limites para afiliação à vida acadêmica de estudantes de camadas populares no contexto de expansão universitária |
title |
Limits to the affiliation to academic life of lower classes of students in the context of university expansion |
spellingShingle |
Limits to the affiliation to academic life of lower classes of students in the context of university expansion Figueiredo, Alice Cristina Lower-class students University expansion Democratization of higher education Estudantes de camadas populares Expansão universitária Democratização do ensino superior |
title_short |
Limits to the affiliation to academic life of lower classes of students in the context of university expansion |
title_full |
Limits to the affiliation to academic life of lower classes of students in the context of university expansion |
title_fullStr |
Limits to the affiliation to academic life of lower classes of students in the context of university expansion |
title_full_unstemmed |
Limits to the affiliation to academic life of lower classes of students in the context of university expansion |
title_sort |
Limits to the affiliation to academic life of lower classes of students in the context of university expansion |
author |
Figueiredo, Alice Cristina |
author_facet |
Figueiredo, Alice Cristina |
author_role |
author |
dc.contributor.author.fl_str_mv |
Figueiredo, Alice Cristina |
dc.subject.por.fl_str_mv |
Lower-class students University expansion Democratization of higher education Estudantes de camadas populares Expansão universitária Democratização do ensino superior |
topic |
Lower-class students University expansion Democratization of higher education Estudantes de camadas populares Expansão universitária Democratização do ensino superior |
description |
This study aims to understand the academic trajectory of lower-class students in the course of Electrical Engineering, created in the context of university expansion. In theoretical terms, the research is based on the concepts of habitus and dispositions, in the perspectives presented by Bourdieu and Lahire; in the notions of integration and university affiliation, made, respectively, by Tinto and Coulon and in the studies about unlikely school trajectories. Out of 99 students, nine were identified as belonging to the lower classes, out of these nine students, eight participated in the third phase of the research, the construction of the “sociological portraits” intended to understand which dispositions and types of behavior of these subjects provided conditions for entry as well as the integration and affiliation to higher education. The increase of places together with the reformulation of the selection processes for university admission are structural issues that benefitted these students to be admitted in a course considered of high social prestige. However, the absence of academic restructuring to welcome students from different social backgrounds turns out to be a contrary factor to the real democratization of higher education. In addition, completing basic education, even though has allowed access to the college, seems not to have provided students with the skills, abilities and knowledge required to affiliation to higher education. Therefore, structural school issues, occurring in basic education, stand as an obstacle to college success. Thus, rational pedagogy and the pedagogy of affiliation, formulated by Bourdieu and Coulon, respectively, seem to point to a university restructuring process in an inclusive perspective. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-04-23 |
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/157258 10.1590/s1678-4634201844173462 |
url |
https://www.revistas.usp.br/ep/article/view/157258 |
identifier_str_mv |
10.1590/s1678-4634201844173462 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/157258/152637 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
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. 44 (2018); e173462 Educação e Pesquisa; Vol. 44 (2018); e173462 Educação e Pesquisa; Vol. 44 (2018); e173462 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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1787713812681457664 |