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A expansão do ensino médio e acesso ao ensino superior como política de equidade : uma abordagem centrada no Cursinho Popular e nos atores no Estado do Piauí-Brasil
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Resumo(s)
A investigação aborda a construção do processo de expansão do Ensino Médio
e acesso ao Ensino Superior como política de equidade, analisada numa perspetiva
interpretativa, centrada no instrumento do Cursinho Popular e nos atores da rede pública
de educação do Estado do Piauí.
O Cursinho Popular foi investigado como curso-instrumento de aprendizagem
para alunos do 3º ano do Ensino Médio, equivalente ao 12º ano em Portugal, e alunos
egressos da rede pública de educação, oferecido como proposta de redução da exclusão
de alunos da escola pública, em situação de precariedade educativa, em relação aos
alunos da escola particular, no acesso ao Ensino Superior. A investigação é relativa ao
período de 1980 (início do processo de democratização política do país) a 2003, num
primeiro ciclo, e, num segundo ciclo, de 2003 (quando se inicia o processo do Cursinho
Popular regulado pela Secretaria da Educação do Estado do Piauí) a 2010. A
metodologia assenta numa perspetiva qualitativa/interpretativa, com abordagem mista
da técnica de entrevista e análise de conteúdo, tendo sido realizadas entrevistas a atores
públicos educativos e da sociedade civil de nível superior, intermédio e de base na
escola pública, bem como na análise de fontes oficiais documentais. Os resultados
apresentam os atores, as dinâmicas, construções e percursos do Cursinho Popular desde
os processos iniciais, nos centros académicos universitários, passando pelas iniciativas
particulares de redes de cursinhos alternativos, pelos movimentos sociais contra a
discriminação racial e exclusão, chegando à escola pública.
Adotado pela rede pública estadual de educação do Piauí, assume uma
condição de instrumento de promoção da equidade, num contexto de precariedade da
educação pública no Estado e desfasamento nos processos de ensino aprendizagem. O
Cursinho Popular, no seu processo de construção, e nos seus resultados apresenta
lacunas (por não ser uma política educativa a tempo inteiro) e carências nos processos
de aprendizagem e gestão do processo (sendo aceite como uma política pública
educativa emergencial).
Numa perspetiva geral dos resultados, associado à expansão da política de
Educação Básica do Ensino Médio, o Cursinho Popular torna-se um instrumento de
equiparação. Promovendo a acessibilidade ao Ensino Superior a alunos da escola
pública, constrói a autoconfiança, a autoestima, do aluno da escola pública e reduz o
desnível de exclusão em relação ao aluno da escola particular.This investigation approaches the construction of the process of expansion of
Secondary School and the access to Higher Education as a policy of equity, analyzed in
an interpretive perspective focused on the Cursinho Popular as an instrument, and on
the actors of the Public Education System in the State of Piauí.
The Cursinho Popular was investigated as a learning course instrument for the
students in the third year of Secondary Education (12th grade in Portugal) and incoming
students from the Public School System, offered as a proposal for reducing the
exclusion rate of students of the Public System, in precarious situation in relation to
private school students, for the access to Higher Education. This research begins in
1980, the starting of the democratization political process in the country, until 2003, in a
first cycle, and from 2003 to 2010, in a second cycle, the beginning of the Cursinho
Popular process, regulated by the Secretary of Education in the State of Piauí. The
methodology follows a qualitative/interpretive approach using interviews carried out
with public and educational actors at the high, intermediate and low levels of civil and
public society, as well as official and documental sources that were content analyzed.
The results present the actors, the dynamics, the construction and paths of the
Cursinho Popular since the early initiatives in the university academic centers, and also
the private activities of alternative webs of “cursinhos”, run by social movements
against racial discrimination and exclusion, until they reached the public schools.
Adopted by the State of Piauí public school system, the Cursinho Popular
assumes the role of an instrument for promoting equity in a context of precarious public
education and unstable teaching-learning process. It has flaws in the process of
development and results (as it is not a full time policy) and deficiencies in its
management (accepted as an emergent educational policy). In general, the results
indicate that the Cursinho Popular , associated to other policies for the expansion of
Secondary Education (Ensino Médio), became an equality instrument. Promoting the
access to Higher Education by public school students, it may increase their self-esteem
and confidence, and thus, decreasing the exclusion gap in relation to the private school
students.
This investigation approaches the construction of the process of expansion of Secondary School and the access to Higher Education as a policy of equity, analyzed in an interpretive perspective focused on the Cursinho Popular as an instrument, and on the actors of the Public Education System in the State of Piauí. The Cursinho Popular was investigated as a learning course instrument for the students in the third year of Secondary Education (12th grade in Portugal) and incoming students from the Public School System, offered as a proposal for reducing the exclusion rate of students of the Public System, in precarious situation in relation to private school students, for the access to Higher Education. This research begins in 1980, the starting of the democratization political process in the country, until 2003, in a first cycle, and from 2003 to 2010, in a second cycle, the beginning of the Cursinho Popular process, regulated by the Secretary of Education in the State of Piauí. The methodology follows a qualitative/interpretive approach using interviews carried out with public and educational actors at the high, intermediate and low levels of civil and public society, as well as official and documental sources that were content analyzed. The results present the actors, the dynamics, the construction and paths of the Cursinho Popular since the early initiatives in the university academic centers, and also the private activities of alternative webs of “cursinhos”, run by social movements against racial discrimination and exclusion, until they reached the public schools. Adopted by the State of Piauí public school system, the Cursinho Popular assumes the role of an instrument for promoting equity in a context of precarious public education and unstable teaching-learning process. It has flaws in the process of development and results (as it is not a full time policy) and deficiencies in its management (accepted as an emergent educational policy). In general, the results indicate that the Cursinho Popular , associated to other policies for the expansion of Secondary Education (Ensino Médio), became an equality instrument. Promoting the access to Higher Education by public school students, it may increase their self-esteem and confidence, and thus, decreasing the exclusion gap in relation to the private school students.
This investigation approaches the construction of the process of expansion of Secondary School and the access to Higher Education as a policy of equity, analyzed in an interpretive perspective focused on the Cursinho Popular as an instrument, and on the actors of the Public Education System in the State of Piauí. The Cursinho Popular was investigated as a learning course instrument for the students in the third year of Secondary Education (12th grade in Portugal) and incoming students from the Public School System, offered as a proposal for reducing the exclusion rate of students of the Public System, in precarious situation in relation to private school students, for the access to Higher Education. This research begins in 1980, the starting of the democratization political process in the country, until 2003, in a first cycle, and from 2003 to 2010, in a second cycle, the beginning of the Cursinho Popular process, regulated by the Secretary of Education in the State of Piauí. The methodology follows a qualitative/interpretive approach using interviews carried out with public and educational actors at the high, intermediate and low levels of civil and public society, as well as official and documental sources that were content analyzed. The results present the actors, the dynamics, the construction and paths of the Cursinho Popular since the early initiatives in the university academic centers, and also the private activities of alternative webs of “cursinhos”, run by social movements against racial discrimination and exclusion, until they reached the public schools. Adopted by the State of Piauí public school system, the Cursinho Popular assumes the role of an instrument for promoting equity in a context of precarious public education and unstable teaching-learning process. It has flaws in the process of development and results (as it is not a full time policy) and deficiencies in its management (accepted as an emergent educational policy). In general, the results indicate that the Cursinho Popular , associated to other policies for the expansion of Secondary Education (Ensino Médio), became an equality instrument. Promoting the access to Higher Education by public school students, it may increase their self-esteem and confidence, and thus, decreasing the exclusion gap in relation to the private school students.
Descrição
Tese de doutoramento, Educação (Administração e Política Educacional), Universidade de Lisboa, Instituto de Educação, 2013
Palavras-chave
Teses de doutoramento - 2013