Participar por quê?: um debate sobre a participação de estudantes beneficiários(as) da política de assistência estudantil da Universidade Federal de Mato Grosso do Sul
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Data
2021-07-05
Autores
Pereira, Carol Maria
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação propõe uma reflexão sobre a participação de estudantes na política de assistência estudantil da Educação Superior na atualidade, a partir do estudo com estudantes beneficiários da política de assistência estudantil da Universidade Federal de Mato Grosso do Sul – UFMS. No contexto atual, no modo de produção capitalista, medidas governamentais em consonância com o neoliberalismo, que afetam as universidades, somados à histórica supressão da participação no Brasil, tornam imprescindíveis a ampliação e o resgate do tema da participação, enquanto processo de luta na busca de direitos. Diante desse cenário, o objetivo central é a identificação dos limites e possibilidades que se apresentam para a participação dos estudantes na assistência estudantil na busca da ampliação de direitos e permanência nos cursos de graduação. Trata-se de uma pesquisa de abordagem qualitativa e com aproximação do método dialético-crítico. A pesquisa de campo aconteceu em duas etapas, primeiro por meio de questionário estruturado com noventa estudantes beneficiários dos auxílios de assistência estudantil da universidade. E, a segunda etapa, com entrevistas individuais online com cinco estudantes. A discussão partiu de três pressupostos principais: a compreensão de que os sujeitos constroem a história a partir da realidade e possibilitam, portanto, uma nova forma de sociabilidade; o segundo pressuposto confere à participação uma dimensão educativa; e o terceiro considera a educação de forma ampliada, de forma a compreender a educação enquanto todo tipo de aprendizagem. A partir dos desdobramentos da pesquisa, foi possível constatar que a participação sociopolítica dos estudantes na assistência estudantil na UFMS é limitada, mas devido à sua dimensão educativa a participação possui potencial transformador. A defesa decorrente deste estudo considera que a política de assistência estudantil é espaço propício para o exercício participativo e necessita de espaço institucional para tanto, por se tratar de direito relacionado diretamente aos estudantes e de interesse destes. Neste sentido, a universidade enquanto espaço formador precisar valorizar a participação dos estudantes como conhecimento adquirido para o desenvolvimento profissional e humano.
This dissertation proposes a reflection on the participation of students in the student assistance policy of Higher Education today, from the study with students benefiting from the student assistance policy of the Federal University of Mato Grosso do Sul - UFMS. In the current context, in the capitalist mode of production, governmental measures in line with neoliberalism, which affect universities, added to the historical exclusion of participation in Brazil, make the expansion and rescue of the theme of participation essential, as a process of struggle in the search of rights. In view of this scenario, the central objective is to identify the limits and possibilities that present themselves for the participation of students in student assistance in the search for the expansion of rights and permanence in undergraduate courses. It is a research with a qualitative approach and based on the dialectical-critical method. The field research took place in two stages, first through a structured questionnaire with ninety students benefiting from the university's student assistance grants. And, the second stage, with individual online interviews with five students. The discussion started from three main assumptions: the understanding that the subjects build history from reality and, therefore, enable a new form of sociability; the second assumption gives participation an educational dimension; and the third considers education in a broader way, in order to understand education as all types of learning. From the unfolding of the research, it was possible to verify that the socio-political participation of students in student assistance at UFMS is limited, but due to its educational dimension, participation has a transformative potential. The defense resulting from this study considers that the student assistance policy is a favorable space for participatory exercise and needs institutional space for this, because it is a law directly related to students and of interest to them. In this sense, the university as a training space needs to value the participation of students as knowledge acquired for professional and human development.
This dissertation proposes a reflection on the participation of students in the student assistance policy of Higher Education today, from the study with students benefiting from the student assistance policy of the Federal University of Mato Grosso do Sul - UFMS. In the current context, in the capitalist mode of production, governmental measures in line with neoliberalism, which affect universities, added to the historical exclusion of participation in Brazil, make the expansion and rescue of the theme of participation essential, as a process of struggle in the search of rights. In view of this scenario, the central objective is to identify the limits and possibilities that present themselves for the participation of students in student assistance in the search for the expansion of rights and permanence in undergraduate courses. It is a research with a qualitative approach and based on the dialectical-critical method. The field research took place in two stages, first through a structured questionnaire with ninety students benefiting from the university's student assistance grants. And, the second stage, with individual online interviews with five students. The discussion started from three main assumptions: the understanding that the subjects build history from reality and, therefore, enable a new form of sociability; the second assumption gives participation an educational dimension; and the third considers education in a broader way, in order to understand education as all types of learning. From the unfolding of the research, it was possible to verify that the socio-political participation of students in student assistance at UFMS is limited, but due to its educational dimension, participation has a transformative potential. The defense resulting from this study considers that the student assistance policy is a favorable space for participatory exercise and needs institutional space for this, because it is a law directly related to students and of interest to them. In this sense, the university as a training space needs to value the participation of students as knowledge acquired for professional and human development.
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Palavras-chave
Participação, Educação Superior, Assistência Estudantil, Participation, College education, Student Assistance