Entre a realidade e a possibilidade: prouni e a dinâmica inclusão/exclusão

Abstract

This dissertation has the main research object the dynamic of inclusion/exclusion of scholar students attended by the Program Universidade para Todos (ProUni) in a higher educations institution in São Caetano do Sul. The study had the objective to deep the reflection about the dynamic of inclusion/exclusion and to understand how the scholar students attended by the Program organized themselves to keep on studying. In this way, besides the bibliography research it was taken a fieldwork with structured interviews. This work was based in the hypothesis that the insertion on higher education does not automatically imply in a process of social inclusion. The Program ProUni was inserted in the chart of the expansion of private higher education considering the politics aspects when it occurred. It was presented the historic aspect to situate the creation the some government programs that made possible the access to higher education and that could translate into social inclusion. The categories of analyses were the exclusion and inclusion and the theoretical reference was related to the theory of complexity from Edgar Morin. The study of the dynamic of inclusion and exclusion took place from the principle of reflection about the situations and details that could involve them. The fact of a person or a group has access to certain spaces or determined estate can not be measured as indicator in which exclusion situations are not present. The space appropriation, the autonomy and independence are not accomplished only by insertion. To have contact with so far technologies up to now, live situations until now inaccessible does not mean free access, domain and knowledge, that is why between inclusion and exclusion there is a dynamics that deserves to be studied. The results of this research allows to confirm that the feeling of satisfaction the student realizes is the first product of an equation that does not solve itself only by the insertion in higher education, because the data showed that the Program ProUni enabled the sequence in the teaching process and an achievement that, for many people were not possible.