Inclusão social na Universidade Federal de Goiás: possibilidades e desafios na relação professor-aluno

• Ano de defesa: 2020
• Autor(a) principal: Barroso, Raiana Vaz
• Orientador(a): Resende, Maria do Rosário Silva
• Banca de defesa: Resende, Maria do Rosário Silva, Crochik, José León, Mata, Alba Cristhiane Santana da, Roure, Susie Amâncio Gonçalves de, Lima, Priscilla Melo Ribeiro de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Psicologia (FE)
• Departamento: Faculdade de Educação - FE (RG)
• País: Brasil
• Palavras-chave em Português: Inclusão social; Universidade Federal de Goiás; Relação professor-aluno
• Palavras-chave em Inglês: Social inclusion; Teacher-student relationship
• Área do conhecimento CNPq: CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/10582

Brazilian Higher Education Institutions face the challenge of strengthening access and permanence actions, as well as offering quality public education to students of diverse backgrounds and conditions. In this sense, this research discussed the topic of social inclusion in one of these Higher Education Institutions in the Midwest region. From a look at the relationship between teachers and students, information was raised about possibilities and challenges regarding the social inclusion of students from historically marginalized populations, such as people with disabilities, blacks, homosexuals, students in conditions of social vulnerability, people with mental disorders, among others. The theoretical background of this research focused on the Critical Theory of Society and also rescued concepts from Psychoanalysis. We opted for the qualitative methodological approach, through an empirical and exploratory study. The data were obtained through semi-structured interviews with university professors and the analysis of the material resulting from the interview was made with reference to the proposal by Minayo (2012). The compendium of the research points to the autonomy of conscience and the availability for the experience as a possibility of directing the teacher-student relationship towards the purpose of corroborating social inclusion.