O apoio pedagógico no campo da assistência estudantil no contexto da expansão do ensino superior no Brasil
Date
2021-06-01
Authors
Dias, Carlos Eduardo Sampaio Burgos [UNIFESP]
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Sampaio, Helena Maria Sant'Anna
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Tese de doutorado
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Abstract
Esta tese tem como tema o apoio pedagógico na assistência estudantil e o meu objetivo é compreender como o apoio pedagógico vem se constituindo no âmbito dos serviços de apoio aos estudantes na assistência estudantil em universidades federais brasileiras. O estudo se insere no campo de pesquisas sobre ensino superior e tem como pano de fundo a expansão do ensino superior brasileiro, já considerado um sistema de massa. O processo de massificação do ensino superior no Brasil, assim como em outros países, trouxe uma diversificação da população estudantil, com muitos estudantes de primeira geração. A chegada desse novo público passou a exigir das instituições novas políticas e ações para responder às suas demandas e, é nesse contexto que surgem as ações de apoio pedagógico. Trata-se de uma pesquisa qualitativa, com levantamento bibliográfico e da legislação e pesquisa de campo, que envolveu observação, conversas informais e entrevistas com profissionais da assistência estudantil de quatro universidades federais: Universidade Federal Rural do Rio de Janeiro (UFRRJ), Universidade Federal de Minas Gerais (UFMG), Universidade Federal de Uberlândia (UFU) e Universidade Federal do ABC (UFABC). A tese está organizada em três capítulos, além da introdução e considerações finais. Na introdução faço uma contextualização da criação dos serviços de apoio aos estudantes no bojo da expansão dos sistemas de ensino superior no Brasil e no mundo e a necessidade de diferentes políticas de apoio aos estudantes voltadas à permanência deles. No primeiro capítulo apresento por meio da visão dos profissionais dos serviços de apoio aos estudantes, à assistência estudantil enquanto campo em consolidação. No segundo focalizo o momento da chegada dos profissionais entrevistados nos órgãos de assistência estudantil, o processo de construção da identidade profissional nesse campo e o papel da formação continuada nesse processo. No terceiro capítulo evidencio o entendimento dos profissionais entrevistados a respeito do apoio pedagógico e como eles estão construindo essa área a partir de literaturas de diferentes áreas do conhecimento, como pedagogia, sociologia, psicologia e serviço social. Nas considerações finais mostro as diferenças e semelhanças do apoio pedagógico a partir da pesquisa feita nas quatro universidades, na sequência trago os dois resultados em termos de contribuição, um deles o diálogo mais geral com a literatura sobre ensino superior e o outro mais específico com a literatura sobre assistência estudantil e apoio pedagógico e, finalizo apresento três ideias que permitem pensar o apoio pedagógico enquanto novidade: a abrangência nacional, o seu desenvolvimento na fronteira com outras disciplinas, como a psicologia e o serviço social, e a concepção de apoio pedagógico conferindo unidade a uma série de experiências que já aconteciam nas instituições. Concluo que o apoio pedagógico, tanto na modalidade individual quanto coletiva, ao se debruçar sobre as dificuldades individuais dos estudantes no contexto da expansão e das políticas de ações afirmativas, tomando os indicadores acadêmicos como referência, mas não se restringindo a eles, constitui-se como uma política de permanência estudantil voltada a apoiar os estudantes em suas aprendizagens, em sua integração ao ensino superior, e em sua afiliação intelectual. Assim, tanto a assistência estudantil como o apoio pedagógico hoje são novos valores as universidades públicas brasileiras. A institucionalização do apoio pedagógico possibilitou ainda dar visibilidade ao lugar conferido pelas universidades à questão da aprendizagem dos estudantes. Mais que isso, deu ao tema do aprendizado uma centralidade no campo das ações de permanência estudantil, ao entender que, independentemente das diferenças de trajetórias escolares dos estudantes, a aprendizagem na universidade é de sua responsabilidade.
This thesis has as its theme pedagogical support in student assistance and my objective is to understand how pedagogical support has been constituted in the scope of student support services in student assistance in Brazilian federal universities. The study is part of the field of research on higher education and has as a backdrop the expansion of Brazilian higher education, already considered a mass system. The process of massification of higher education in Brazil, as well as in other countries, brought about a diversification of the student population, with many first generation students. The arrival of this new audience began to demand new policies and actions from institutions to respond to their demands, and it is in this context that pedagogical support actions arise. It is qualitative research, with a bibliographic survey and legislation and field research, which involved observation, informal conversations, and interviews with student assistance professionals at four federal universities: Federal Rural University of Rio de Janeiro (UFRRJ), Federal University of Minas Gerais (UFMG), Federal University of Uberlandia (UFU) and the Federal University of ABC (UFABC). The thesis is organized into three chapters, in addition to the introduction and final considerations. In the introduction, I contextualize the creation of student support services in the midst of the expansion of higher education systems in Brazil and the world and the need for different student support policies aimed at their permanence. In the first chapter, I present through the view of students' support services professionals, the student assistance as a field in consolidation. In the second, I focus on the moment of the arrival of the professionals interviewed in the student assistance agencies, the process of building professional identity in this field, and the role of continuing education in this process. In the third chapter, I highlight the understanding of the professionals interviewed about pedagogical support, a new area of student assistance built on the border with other areas. In it, I analyze how professionals are building this area based on literature from different areas of knowledge, such as pedagogy, sociology, psychology, and social work. In the final considerations, I show how differences and similarities of pedagogical support from the research carried out in the four universities, then I bring the two results in terms of contribution, one of them the more general dialogue with the literature on higher education and the other specific with the literature on student assistance and pedagogical support and, I conclude, I present three ideas that allow us to think about pedagogical support as a novelty: the national scope, its development on the border with other disciplines, such as psychology and social work, and the concept of pedagogical support, giving unity to a series of experiences that have already taken place in institutions. I conclude that pedagogical support, both individually and collectively modalities, when addressing students' individual difficulties in the context of expansion and affirmative action policies, taking academic indicators as a reference, but not being restricted to them, constitutes as a student permanence policy aimed at supporting students in their learning, in their integration with higher education, and their intellectual affiliation. Thus, both student assistance and pedagogical support are new values for Brazilian public universities. The institutionalization of pedagogical support also made it possible to give visibility to the place given by universities to the issue of student learning. More than that, it gave the theme of learning a centrality in the field of student permanence actions, by understanding that, regardless of the differences in the students' school trajectories, learning at the university is their responsibility.
This thesis has as its theme pedagogical support in student assistance and my objective is to understand how pedagogical support has been constituted in the scope of student support services in student assistance in Brazilian federal universities. The study is part of the field of research on higher education and has as a backdrop the expansion of Brazilian higher education, already considered a mass system. The process of massification of higher education in Brazil, as well as in other countries, brought about a diversification of the student population, with many first generation students. The arrival of this new audience began to demand new policies and actions from institutions to respond to their demands, and it is in this context that pedagogical support actions arise. It is qualitative research, with a bibliographic survey and legislation and field research, which involved observation, informal conversations, and interviews with student assistance professionals at four federal universities: Federal Rural University of Rio de Janeiro (UFRRJ), Federal University of Minas Gerais (UFMG), Federal University of Uberlandia (UFU) and the Federal University of ABC (UFABC). The thesis is organized into three chapters, in addition to the introduction and final considerations. In the introduction, I contextualize the creation of student support services in the midst of the expansion of higher education systems in Brazil and the world and the need for different student support policies aimed at their permanence. In the first chapter, I present through the view of students' support services professionals, the student assistance as a field in consolidation. In the second, I focus on the moment of the arrival of the professionals interviewed in the student assistance agencies, the process of building professional identity in this field, and the role of continuing education in this process. In the third chapter, I highlight the understanding of the professionals interviewed about pedagogical support, a new area of student assistance built on the border with other areas. In it, I analyze how professionals are building this area based on literature from different areas of knowledge, such as pedagogy, sociology, psychology, and social work. In the final considerations, I show how differences and similarities of pedagogical support from the research carried out in the four universities, then I bring the two results in terms of contribution, one of them the more general dialogue with the literature on higher education and the other specific with the literature on student assistance and pedagogical support and, I conclude, I present three ideas that allow us to think about pedagogical support as a novelty: the national scope, its development on the border with other disciplines, such as psychology and social work, and the concept of pedagogical support, giving unity to a series of experiences that have already taken place in institutions. I conclude that pedagogical support, both individually and collectively modalities, when addressing students' individual difficulties in the context of expansion and affirmative action policies, taking academic indicators as a reference, but not being restricted to them, constitutes as a student permanence policy aimed at supporting students in their learning, in their integration with higher education, and their intellectual affiliation. Thus, both student assistance and pedagogical support are new values for Brazilian public universities. The institutionalization of pedagogical support also made it possible to give visibility to the place given by universities to the issue of student learning. More than that, it gave the theme of learning a centrality in the field of student permanence actions, by understanding that, regardless of the differences in the students' school trajectories, learning at the university is their responsibility.