O vestibular da UNESP: entre a política curricular e a política de inclusão
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Data
2021-01-20
Autores
Aversa, Vinicius de Oliveira
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Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho tem a finalidade de analisar o impacto e a efetividade de duas políticas adotadas pela Fundação para o Vestibular da UNESP (VUNESP) que tem por objetivo a democratização do acesso à universidade pública. A partir de 2010 a VUNESP alterou a forma de elaboração do vestibular da UNESP numa investida no sentido da aproximação curricular. Segundo o novo posicionamento da VUNESP, as provas, a partir daquele ano, deveriam ser elaboradas em conformidade com os Parâmetros Curriculares Nacionais (PCN) e as Propostas Curriculares da Secretaria de Educação do Estado de São Paulo (PCESP), ou seja, embasadas pelos mesmos pressupostos teórico-pedagógico presentes nos documentos oficiais que orientam o ensino público no estado, o que significa uma aproximação intencional entre o vestibular da UNESP e o ensino oferecido pela rede estadual pública de educação básica. Em 2014 outra medida foi tomada no sentido de democratizar o acesso à universidade pública, a política de cotas, que reservaria progressivamente até 50% das vagas a candidatos que tivessem cursado integralmente o ensino médio em escolas públicas. Por meio da composição de uma matriz de banco de dados dos vestibulandos, obtida junto a VUNESP, foram analisadas as principais características socioeconômicas dos candidatos: renda, etnia, sexo, procedência (escola pública/privada) relacionando-as ao desempenho dos mesmos, com a intenção de identificar quais as principais variáveis, dentro desse espectro, que determinam o desempenho no vestibular. A pesquisa está fundamentada na análise do desempenho dos candidatos com a intenção de demonstrar que não foi a política de aproximação curricular adotada em 2010 pela VUNESP que garantiu o acesso dos estudantes das escolas públicas na universidade pública, mas sim a política de cotas.
This work aims to analyze the impact and effectiveness of two policies adopted by the Foundation for the Vestibular of UNESP (VUNESP) which aims to democratize access to public universities. As of 2010, VUNESP changed the way in which UNESP entrance exams were prepared in an effort by a new curricular approach. According to the new positioning of VUNESP, the tests, from that year onwards, should be prepared in accordance with the National Curriculum Parameters (PCN) and the Curricular Proposals of the São Paulo State Department of Education (PCESP), that is, supported by the same theoretical-pedagogical assumptions present in the official documents that guide public education in the state, which means an intentional approximation between the UNESP entrance exam and the teaching offered by the public state network of basic education. In 2014, another measure was taken to democratize access to public universities, the quota policy, which would progressively reserve up to 50% of the vacancies to candidates who had completed high school in public schools. By means of the composition of a database database for university students, obtained from VUNESP, the main socioeconomic characteristics of the candidates were analyzed: income, ethnicity, sex, origin (public / private school), relating them to their performance, with the intention to identify which are the main variables, within this spectrum, that determine the performance in the entrance exam. The research is based on the analysis of the candidates' performance with the intention of demonstrating that it was not the policy of curricular approximation adopted in 2010 by VUNESP that guaranteed the access of students from public schools to the public university, but the policy of quotas.
This work aims to analyze the impact and effectiveness of two policies adopted by the Foundation for the Vestibular of UNESP (VUNESP) which aims to democratize access to public universities. As of 2010, VUNESP changed the way in which UNESP entrance exams were prepared in an effort by a new curricular approach. According to the new positioning of VUNESP, the tests, from that year onwards, should be prepared in accordance with the National Curriculum Parameters (PCN) and the Curricular Proposals of the São Paulo State Department of Education (PCESP), that is, supported by the same theoretical-pedagogical assumptions present in the official documents that guide public education in the state, which means an intentional approximation between the UNESP entrance exam and the teaching offered by the public state network of basic education. In 2014, another measure was taken to democratize access to public universities, the quota policy, which would progressively reserve up to 50% of the vacancies to candidates who had completed high school in public schools. By means of the composition of a database database for university students, obtained from VUNESP, the main socioeconomic characteristics of the candidates were analyzed: income, ethnicity, sex, origin (public / private school), relating them to their performance, with the intention to identify which are the main variables, within this spectrum, that determine the performance in the entrance exam. The research is based on the analysis of the candidates' performance with the intention of demonstrating that it was not the policy of curricular approximation adopted in 2010 by VUNESP that guaranteed the access of students from public schools to the public university, but the policy of quotas.
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Palavras-chave
Vestibular, Desempenho, Cotas, Universidade, Acesso, Entrance exam, Performance, Quotas, University, Access