Política de reserva de vagas na Unesp: um estudo com base nos Modelos Organizadores do Pensamento de estudantes ingressantes pretos
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Data
2020-10-26
Autores
Rodrigues, Edgar Bendahan
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Essa pesquisa teve por objetivo refletir sobre representações psicológicas que estudantes recém-ingressos na Unesp pelo Sistema de Reserva de Vagas da Educação Básica Pública (SRVEBP) e que se autodeclararam pretos construíram sobre o seu processo de inclusão e adaptação na universidade. Para a realização deste estudo utilizou-se como referencial teórico-metodológico a Teoria dos Modelos Organizadores do Pensamento. Modelos Organizadores são representações psicológicas que um indivíduo constrói considerando para isso os elementos que seleciona e elabora baseado em determinada situação, os significados atribuídos a esses elementos e as implicações, ou seja, a influência desses elementos e dos significados para as ações que os sujeitos realizam. Essa teoria visa compreender como os conteúdos físicos, institucionais, sociais e culturais, bem como os valores, emoções e sentimentos compõem a organização psicológica. Foi realizada, também, uma comparação entre os Modelos Organizadores do Pensamento levando em consideração os cursos em que esses estudantes ingressaram. Para realizar a pesquisa foram entrevistados seis alunos que se autodeclaram pretos e ingressaram pelo sistema de reserva de vagas e estavam cursando o primeiro ano da graduação em uma Unidade da Unesp localizada no interior do estado de São Paulo. Como instrumento metodológico complementar de coleta de dados utilizou-se o Questionário de Vivências Acadêmicas – versão resumida (QVA-r). Foram identificados cinco modelos organizadores abstraídos pelos participantes: condições socioeconômicas; realização familiar; representações de si; recepção e acolhimento; e cotas. Os modelos indicaram que: a) as condições socioeconômicas influenciam nas vivências e na relação dos estudantes com a universidade de forma mais incisiva do que o tipo de curso de ingresso; b) não houve para os estudantes ações institucionais suficientes para proporcionar a recepção e o acolhimento; c) o fortalecimento e as reflexões sobre as representações de Si são essenciais para uma educação emancipadora; d) as famílias e as cotas foram importantes aspectos de projeção para que os estudantes pudessem ingressar na universidade. De um modo geral, concluiu-se que os estudantes participantes da pesquisa estão bem adaptados à vida acadêmica, no entanto, faltam ações institucionais para proporcionar a estes estudantes maior acolhimento, bem como debates institucionais sobre o funcionamento estrutural da instituição para possibilitar uma real inclusão e democratização do ensino superior.
The purpose of this research was to reflect on the psychological representations that students recently enrolled at Unesp through Vacancies Booking Public Basic Education (SRVEBP) and who declared themselves as being black built around their integration process and adaptation at the university. To carry out this study, we used the Theory of ThoughtOrganizing Models as a theoretical-methodological framework. Thought-Organizing Models are psychological representations that an individual builds considering the elements that he selects and elaborates from a given situation, the meanings attributed to these elements and implications, therefore, the influence of these elements and the meanings for the actions that subjects perform. This theory aims to understand how physical, institutional, social and cultural contents, as well as values, emotions and feelings compound the psychological organization. We also made a comparison between the Thought-Organizing Models taking into account the courses these students entered. To conduct the research, we interviewed six students who claimed to be black and entered through the vacancy reservation system and were taking their first year of graduation at a Unesp campus located in the countryside of the State of São Paulo. As a complementary methodological instrument for data collection, we used a reduced version of Academic Experiences Questionnaire (QVA-r). We identified five thought-organizing models abstracted by the participants: socioeconomic conditions; family achievement; representations of the self; welcome and reception; quotas. The models indicated that: a) socioeconomic conditions influence the students' experiences and relationship with the university more strongly than the course of admission; b) there were not enough institutional actions to provide students welcome and reception; c) strengthening and reflections on self-representations are essential for an emancipatory education; d) families and quotas were important aspects of projection so that students could enter university. In general, we concluded that the students participating in the research are well adapted to academic life, however there is a lack of institutional actions to provide these students greater reception, as well as institutional debates about the structural functioning of the institution to enable real inclusion and democratization in higher education.
The purpose of this research was to reflect on the psychological representations that students recently enrolled at Unesp through Vacancies Booking Public Basic Education (SRVEBP) and who declared themselves as being black built around their integration process and adaptation at the university. To carry out this study, we used the Theory of ThoughtOrganizing Models as a theoretical-methodological framework. Thought-Organizing Models are psychological representations that an individual builds considering the elements that he selects and elaborates from a given situation, the meanings attributed to these elements and implications, therefore, the influence of these elements and the meanings for the actions that subjects perform. This theory aims to understand how physical, institutional, social and cultural contents, as well as values, emotions and feelings compound the psychological organization. We also made a comparison between the Thought-Organizing Models taking into account the courses these students entered. To conduct the research, we interviewed six students who claimed to be black and entered through the vacancy reservation system and were taking their first year of graduation at a Unesp campus located in the countryside of the State of São Paulo. As a complementary methodological instrument for data collection, we used a reduced version of Academic Experiences Questionnaire (QVA-r). We identified five thought-organizing models abstracted by the participants: socioeconomic conditions; family achievement; representations of the self; welcome and reception; quotas. The models indicated that: a) socioeconomic conditions influence the students' experiences and relationship with the university more strongly than the course of admission; b) there were not enough institutional actions to provide students welcome and reception; c) strengthening and reflections on self-representations are essential for an emancipatory education; d) families and quotas were important aspects of projection so that students could enter university. In general, we concluded that the students participating in the research are well adapted to academic life, however there is a lack of institutional actions to provide these students greater reception, as well as institutional debates about the structural functioning of the institution to enable real inclusion and democratization in higher education.
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Palavras-chave
Ação afirmativa, Estudantes pretos, Modelos Organizadores do Pensamento, Unesp.