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Condição social e económica dos estudantes de ensino superior
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A presente pesquisa teve como objetivo analisar como os custos de financiamento dos estudos poderiam limitar o acesso e a permanência dos estudantes de ensino superior até o final dos cursos. O estudo focou nos estudantes de Pedagogia e Direito da Universidade Federal do Pará (UFPA) e utilizou esses casos para discutir as políticas de financiamento do ensino superior no Brasil. Para tanto, foram analisados as diretrizes e a implementação das políticas de financiamento do ensino superior no contexto das reformas do Estado e da Universidade, o que permitiu entender as condições sociais, econômicas e de acessibilidade dos estudantes. Constatou-se que os custos associados ao ensino superior público poderiam levar alguns estudantes a desistir ou dificultar a permanência até a conclusão do curso. A pesquisa adotou uma abordagem quantitativa e qualitativa, com base nos métodos de Thiollent (1984), Lüdke e André (1986), e Bogdan e Biklen (1994). As reflexões sobre reforma e regulação basearam-se nos estudos de Afonso (2003, 2006) e Barroso (2003, 2006). A discussão sobre custos do ensino, equidade e financiamento no ensino superior utilizou as obras de Becker (1964), Severino (2005), Cabrito (2002, 2017), Cerdeira (2008, 2009, 2010, 2014) e Amaral (2003, 2010, 2011). Para compreender o financiamento público estudantil no Brasil, foram analisados documentos de organismos multinacionais e dispositivos oficiais do país. A pesquisa foi orientada pela seguinte questão de investigação: "Será que os custos com o financiamento dos estudos limitaram o acesso e a permanência dos estudantes de Pedagogia e Direito na Universidade Federal do Pará?" Para responder a essa questão, foi aplicado um questionário a uma amostra representativa de estudantes do terceiro e quarto ano dos cursos de Pedagogia e Direito da UFPA, campus Belém, que ingressaram em 2018. As informações obtidas contribuíram para a implementação de políticas de financiamento da educação superior e para o aumento da equidade no sistema de ensino superior brasileiro. Um dos principais objetivos desta pesquisa foi estimular novos estudos sobre o financiamento do ensino superior no Brasil, dada a escassez de informações sobre os custos do ponto de vista dos estudantes e suas famílias. Esses dados mostraram-se essenciais para que os decisores políticos possam, com base em evidências científicas, tomar decisões informadas sobre o financiamento do ensino superior público e os apoios financeiros necessários para que os estudantes possam concluir seus estudos.
The present research aimed to analyze how the costs of financing studies could limit the access and retention of higher education students until the end of the courses. The study focused on Pedagogy and Law students at the Federal University of Pará (UFPA) and used these cases to discuss higher education financing policies in Brazil. To this end, the guidelines and implementation of higher education financing policies were analyzed in the context of State and University reforms, which allowed understanding the social, economic and accessibility conditions of students. It was found that the costs associated with public higher education could lead some students to drop out or make it difficult for them to remain until completing the course. The research adopted a quantitative and qualitative approach, based on the methods of Thiollent (1984), Lüdke and André (1986), and Bogdan and Biklen (1994). Reflections on reform and regulation were based on studies by Afonso (2003, 2006) and Barroso (2003, 2006). The discussion on teaching costs, equity and financing in higher education used the works of Becker (1964), Severino (2005), Cabrito (2002, 2017), Cerdeira (2008, 2009, 2010, 2014) and Amaral (2003, 2010, 2011). To understand public student financing in Brazil, documents from multinational organizations and official provisions in the country were analyzed. The research was guided by the following research question: "Did the costs of financing studies limit the access and permanence of Pedagogy and Law students at the Federal University of Pará?" To answer this question, a questionnaire was applied to a representative sample of third and fourth year students of the Pedagogy and Law courses at UFPA, Belém campus, who entered in 2018. The information obtained contributed to the implementation of financing policies for the higher education and to increase equity in the Brazilian higher education system. One of the main objectives of this research was to stimulate new studies on the financing of higher education in Brazil, given the scarcity of information on costs from the point of view of students and their families. These data proved to be essential so that political decision-makers can, based on scientific evidence, make informed decisions about the financing of public higher education and the financial support necessary for students to complete their studies.
The present research aimed to analyze how the costs of financing studies could limit the access and retention of higher education students until the end of the courses. The study focused on Pedagogy and Law students at the Federal University of Pará (UFPA) and used these cases to discuss higher education financing policies in Brazil. To this end, the guidelines and implementation of higher education financing policies were analyzed in the context of State and University reforms, which allowed understanding the social, economic and accessibility conditions of students. It was found that the costs associated with public higher education could lead some students to drop out or make it difficult for them to remain until completing the course. The research adopted a quantitative and qualitative approach, based on the methods of Thiollent (1984), Lüdke and André (1986), and Bogdan and Biklen (1994). Reflections on reform and regulation were based on studies by Afonso (2003, 2006) and Barroso (2003, 2006). The discussion on teaching costs, equity and financing in higher education used the works of Becker (1964), Severino (2005), Cabrito (2002, 2017), Cerdeira (2008, 2009, 2010, 2014) and Amaral (2003, 2010, 2011). To understand public student financing in Brazil, documents from multinational organizations and official provisions in the country were analyzed. The research was guided by the following research question: "Did the costs of financing studies limit the access and permanence of Pedagogy and Law students at the Federal University of Pará?" To answer this question, a questionnaire was applied to a representative sample of third and fourth year students of the Pedagogy and Law courses at UFPA, Belém campus, who entered in 2018. The information obtained contributed to the implementation of financing policies for the higher education and to increase equity in the Brazilian higher education system. One of the main objectives of this research was to stimulate new studies on the financing of higher education in Brazil, given the scarcity of information on costs from the point of view of students and their families. These data proved to be essential so that political decision-makers can, based on scientific evidence, make informed decisions about the financing of public higher education and the financial support necessary for students to complete their studies.
Descrição
Palavras-chave
Financiamento do ensino superior custo do ensino superior acessibilidade ao ensino superior Financing of higher education cost of higher education accessibility to higher education