Educação, desigualdade e políticas públicas: a subjetividade no processo de escolarização da camada pobre

• Ano de defesa: 2013
• Autor(a) principal: Nogueira, Makeliny Oliveira Gomes
• Orientador(a): Bock, Ana Mercês Bahia
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: Desigualdade social; Pobreza; Educação; Ensino superior; Políticas públicas; ProUni; Subjetividade
• Palavras-chave em Inglês: Social inequality; Poverty; Education; Higher education; Public policies; Subjectivity
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/16080

This doctorate work, founded on the perspective of socio-historical psychology, aims to highlight not only the educational policies that support higher education in Brazil, but also the forms taken by social inequality in education, focusing on this reality subjective dimension. Such questions have been studied in different fields of knowledge: economics, social science, psychology and even education among others. However, these studies do not analyze the subjective dimension of this reality, i.e. the construction of meanings and significance that the individuals, victims of exclusion and inequality, have subjectively built based on their education history. From data provided by surveys by the United Nations Development Program (UNDP), the United Nations Economic Commission for Latin America and the Caribbean (UNECLAC) , statistical data by UNESCO, the report by the Conselho de Desenvolvimento Econômico e Social (CDES - Board of Economic and Social Development), the Instituto de Pesquisa Econômica Aplicada (IPEA Institute of applied economic research), the Pesquisa Nacional por Amostra de Domicílios (PNAD - National Survey by Household Sample), the Instituto Brasileiro de Geografia e Estatística (IBGE - Brazilian Institute of Geography and Statistics), the Observatório da Equidade (Equity Observatory), the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP - Educational Studies and Research National Institute) and Oxfam Briefing Paper we could identify the main indicators of the effects of poverty and inequality on official data concerning schooling in Brazil. In the second phase of the research, we focused on the legal aspects ruling education in Brazil, based on the Federal Constitution (1988), the current Lei de Diretrizes e Bases (Law of Bases and Guidelines) (1996), the Plano Nacional de Educação (National Education Plan) (2001-2010 and 2011-2020) and the Plano de Desenvolvimento da Educação (Education Development Plan) (2007), seeking the articulations and indications of such laws, guidelines and policies regarding higher education. Here we featured an educational policy: the Programa Universidade para Todos (ProUni University for All Program). Based on the studies and indicators of the previous phases, we designed a roadmap to guide the investigation third phase, i.e. the application of questionnaires and the conduct of in-depth interview in order to analyze the subject s speech as a way to progress in the understanding of the subjective dimension. This third stage aimed to reflect on the students subjective reality, trying to understand, through the analysis of 30 questionnaires and the interview, the meanings and significances built by poor youths who have attended public schools from their experience of inequality and social exclusion from school to university. The data yielded by these three stages indicate progress and setbacks regarding higher education in Brazil, as well as they reveal that having access to university fosters contradictory feelings, affects and emotions, such as prejudice, exclusion, suffering, anxiety, pride, resilience, hope, joy and victory. The survey also reveals the influences of different reference groups outside the family group as a determining factor in the schooling of the grassroots classes. We believe that works analyzing the subjective dimension that permeates the inequalities from school to university, as the one we are presenting now, make it possible to understand the meanings and significance of schooling for students originated from the lower population classes, thus contributing to the development of educational policies taking into account the subjective dimension of the educational process and allowing policies which would be more appropriate for this population