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Advisor(s)
Abstract(s)
A presente dissertação pretende ser um contributo para o campo das pesquisas que
tem analisado as motivações e aspirações dos estudantes que atualmente frequentam
cursos técnicos integrados ao ensino médio nos Institutos Federais do Brasil.
A partir da análise das políticas públicas que foram sendo implementadas no
Brasil para romper com a dualidade no sistema de ensino e promover a democratização
escolar, discute-se, neste trabalho, em que medida o acesso ao ensino superior tem sido
marcado pela diferença de oportunidades entre os grupos sociais.
Com o objetivo de compreender se a criação dos Institutos Federais, associada à
“Lei de Cotas”, contribuiu para a redução daquelas desigualdades sociais, esta pesquisa
centrou-se na análise das motivações, aspirações e percursos dos estudantes que
concluíram, entre 2011 e 2018, os cursos técnicos integrados ao ensino médio no Instituto
Federal de Educação, Ciência e Tecnologia de São Paulo – Campus Sertãozinho (IFSPSRT).
De teor exploratório, a pesquisa empírica realizada, incluiu, por um lado, a análise
de documentos oficiais e curriculares e, por outro, a aplicação de um inquérito por
questionário misto a uma amostra de 100 estudantes dos cursos técnicos integrados do
IFSP-SRT.
Os resultados obtidos permitiram concluir que a maioria dos estudantes provêm
de classes sociais detentoras de baixos volumes de capital económico e cultural, mas
realizaram um percurso escolar bem sucedido no ensino fundamental. Estes estudantes,
estrategicamente, procuraram aceder a “uma educação de qualidade” gratuita que lhes
permitisse prosseguir estudos e realizar um curso superior, sendo essa a principal razão
pela qual escolheram os cursos do IFSP. Assim, a criação destes Institutos, enquanto
“política de facilitação do acesso das minorias” à universidade, associada à “Política de
Cotas”, parece contribuir para a democratização do acesso ao ensino superior no Brasil.
The present dissertation aims to be a contribution to the field of research that has analyzed the motivations and aspirations of students currently attending technical courses integrated to high school in the Federal Institutes of Brazil. From the analysis of the public policies that have been implemented in Brazil to break with the duality in the education system and promote the democratization of schools, we discuss in this work the extent to which access to higher education has been marked by the difference of opportunities between social groups. In order to understand if the creation of the Federal institute, that is associated with the “Law of Quotas”, has contributed to the reduction of those inequalities, this research has focused on the analysis of the motivations, aspirations, and journeys of the students, who concluded between 2011 and 2018, in the technical courses integrated to high school at the Federal Institute of Education, Science and Technology of São Paulo Campus in the cities of Sertãozinho (IFSP-SRT). Of an exploratory nature, the empirical research carried out included, on the one hand, the analysis of official and curricular documents and, on the other hand, the application of a mixed questionnaire survey to a sample of 100 students from IFSP-SRT integrated technical courses. The results obtained led to the conclusion that the majority of students come from social classes with low volumes of economic and cultural capital, but have made a successful school career in elementary education. These students, strategically, sought access to ”quality education" free of charge, enabling them to pursue studies and to undertake a higher education course, which is the main reason why they chose IFSP courses. Thus, the setting up of these Institutes, as well as a “policy of facilitating the access of minorities” to the university, coupled with the “Policies of Quotas”, seems to contribute to the democratization of access to higher education in Brazil.
The present dissertation aims to be a contribution to the field of research that has analyzed the motivations and aspirations of students currently attending technical courses integrated to high school in the Federal Institutes of Brazil. From the analysis of the public policies that have been implemented in Brazil to break with the duality in the education system and promote the democratization of schools, we discuss in this work the extent to which access to higher education has been marked by the difference of opportunities between social groups. In order to understand if the creation of the Federal institute, that is associated with the “Law of Quotas”, has contributed to the reduction of those inequalities, this research has focused on the analysis of the motivations, aspirations, and journeys of the students, who concluded between 2011 and 2018, in the technical courses integrated to high school at the Federal Institute of Education, Science and Technology of São Paulo Campus in the cities of Sertãozinho (IFSP-SRT). Of an exploratory nature, the empirical research carried out included, on the one hand, the analysis of official and curricular documents and, on the other hand, the application of a mixed questionnaire survey to a sample of 100 students from IFSP-SRT integrated technical courses. The results obtained led to the conclusion that the majority of students come from social classes with low volumes of economic and cultural capital, but have made a successful school career in elementary education. These students, strategically, sought access to ”quality education" free of charge, enabling them to pursue studies and to undertake a higher education course, which is the main reason why they chose IFSP courses. Thus, the setting up of these Institutes, as well as a “policy of facilitating the access of minorities” to the university, coupled with the “Policies of Quotas”, seems to contribute to the democratization of access to higher education in Brazil.
Description
Dissertação de mestrado, Educação (Área de Especialidade em Administração Educacional ), Universidade de Lisboa, Instituto de Educação, 2019
Keywords
Educação profissional Políticas públicas Ensino superior Mercado de trabalho Desigualdades sociais Teses de mestrado - 2019