Cursinhos populares enquanto ação afirmativa: um estudo de caso
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Data
2022-11-09
Autores
Campagni, Caroline Rocha [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A história dos (des)caminhos da educação básica no Brasil excluiu a população pobre dos níveis mais elevados de ensino. Faltam, hoje, políticas que garantam equidade de direitos no acesso ao Ensino Superior para camadas mais vulneráveis da população. Nesse sentido, o surgimento dos Cursinhos Populares vem como forma de Ação Afirmativa (AA), que visa contribuir para que essa população marginalizada acesse a Universidade. A presente pesquisa trata-se de um estudo de caso que buscou analisar de que forma o Cursinho Popular TRIU amplia as possibilidades de acesso de alunos ao Ensino Superior e além disso conhecer os estudantes do cursinho popular TRIU e suas trajetórias de educação e trabalho; analisar se e como os alunos pobres do cursinho TRIU acessam e permanecem nas universidades públicas e privadas e analisar as propostas e as motivações do cursinho TRIU. Este trabalho trata-se de uma pesquisa qualitativa de cunho interpretativo e foi orientado a partir das concepções de Paulo Freire, Bell Hooks e do conceito de justiça relacional de Gewirtz somados aos conceitos de redistribuição e reconhecimento de Fraser (2006). Os procedimentos adotados para a obtenção de dados foram: aplicação de questionários, entrevista semi-estruturada e a análise documental. Como ferramenta de análise foi utilizada a Análise de Conteúdo. As considerações finais encontradas são de que a pedagogia do afeto, a educação popular, o acolhimento praticados no TRIU são fundamentais para que exista um aprendizado efetivo dos conteúdos, desencadeando no ingresso de seus estudantes nas Instituições de Ensino Superior (IESs), para além disso, o TRIU possui importante papel na transformação social, na luta pela justiça social, contribuindo para a construção identitária dos sujeitos que compõem seus espaços, fator que empodera e estimula seus estudantes que chegam ali atravessados pela desigualdade social a buscarem sua vaga no Ensino Superior. Por fim, é importante sempre destacar que a proposta de Cursinhos como a do TRIU não são suficientes para sanar as lacunas oriundas das injustiças sociais, e que apesar de atuar como AA, existem inúmeros atravessamentos de ordem econômica, social, cultural, estrutural com as quais os Cursinhos Populares não são capazes de lidar, pois algumas antecedem e outras sucedem o ingresso dos estudantes nos Cursinhos. Palavras-chave: Ação Afirmativa; Cursinhos Populares; Pré-vestibular; Cursinho Comunitário; Políticas de acesso.
The history of basic education in Brazil demonstrates that it was designed to meet market demand and thus excluded the poor from higher levels of education. Nowadays, there is a lack of policies that guarantee equal rights in access to Higher Education by the most vulnerable sections of the population. In this sense, the emergence of University preparatory popular course comes as a form of Affirmative Action, which aims to help this marginalized population access the University. This research is a case study that seeks to analyze how the TRIU Popular Course expands the possibilities of students' access to Higher Education and, in addition, to know the TRIU Popular Course students and their educational and work trajectories; to analyze if and how the poor students of the TRIU pre-college access and remain in public and private universities and to analyze the proposals and motivations of the TRIU pre-University course. This work is a qualitative research of an interpretative nature and was guided from the concepts of Paulo Freire, Bell Hooks and the concept of relational justice of Gewirtz added to the concepts of redistribution and recognition of Fraser (2006). To obtain data we applied questionnaires, conducted semi-structured interviews and analyzed document . All collected data was analyzed by Content Analysis. This research found that the pedagogy of affection, popular education, the reception practiced in the TRIU have an important role for there to be an effective learning of the contents, triggering the entry of its students in the Higher Education Institution, in addition, the TRIU has important role in social transformation, in the struggle for social justice, contributing to the identity construction of the subjects that make up its spaces, a factor that empowers and encourages its students who arrive there crossed by social inequality to seek their place in Higher Education. Finally, it is always important to emphasize that the proposal of Cursinhos such as that of the TRIU is not enough to remedy the gaps arising from social injustices, and that despite acting as Affirmative Action, there are numerous crossings of an economic, social, cultural, structural nature with which the Popular Cursinhos are not able to deal with, as some precede students' entry into Cursinhos and others follow this moment.
The history of basic education in Brazil demonstrates that it was designed to meet market demand and thus excluded the poor from higher levels of education. Nowadays, there is a lack of policies that guarantee equal rights in access to Higher Education by the most vulnerable sections of the population. In this sense, the emergence of University preparatory popular course comes as a form of Affirmative Action, which aims to help this marginalized population access the University. This research is a case study that seeks to analyze how the TRIU Popular Course expands the possibilities of students' access to Higher Education and, in addition, to know the TRIU Popular Course students and their educational and work trajectories; to analyze if and how the poor students of the TRIU pre-college access and remain in public and private universities and to analyze the proposals and motivations of the TRIU pre-University course. This work is a qualitative research of an interpretative nature and was guided from the concepts of Paulo Freire, Bell Hooks and the concept of relational justice of Gewirtz added to the concepts of redistribution and recognition of Fraser (2006). To obtain data we applied questionnaires, conducted semi-structured interviews and analyzed document . All collected data was analyzed by Content Analysis. This research found that the pedagogy of affection, popular education, the reception practiced in the TRIU have an important role for there to be an effective learning of the contents, triggering the entry of its students in the Higher Education Institution, in addition, the TRIU has important role in social transformation, in the struggle for social justice, contributing to the identity construction of the subjects that make up its spaces, a factor that empowers and encourages its students who arrive there crossed by social inequality to seek their place in Higher Education. Finally, it is always important to emphasize that the proposal of Cursinhos such as that of the TRIU is not enough to remedy the gaps arising from social injustices, and that despite acting as Affirmative Action, there are numerous crossings of an economic, social, cultural, structural nature with which the Popular Cursinhos are not able to deal with, as some precede students' entry into Cursinhos and others follow this moment.
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Palavras-chave
Ação afirmativa, Cursinhos populares, Políticas de acesso, Direito à educação, Direito à educação, Programas de ação afirmativa, pré-vestibular, Affirmative action, University preparatory popular course, Pre-university, Community pre-vestibular, Access policies