Access to higher education and social inclusion: trajectories of graduates from Prouni

• Grant number: 13/18408-6
• Support Opportunities: Scholarships abroad - Research Internship - Master's degree
• Start date: November 25, 2013
• End date: May 24, 2014
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Leticia Bicalho Canedo
• Grantee: Paula Macchione Saes
• Supervisor: Charles Soulié
• Host Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil
• Institution abroad: Université Vincennes Saint-Denis (Paris 8), France
• Associated to the scholarship: 12/20853-5 - Access to higher education and trajectories of graduates Prouni, BP.MS

Abstract

This project addresses the Prouni - University for All Program, established by the Federal Government in 2005. The program aims to provide scholarships, full or partial, to undergraduate courses in private institutions of higher education. The student who receive the scholarship must prove a per capita income of no more than three minimum wages. Considered one of the most important policies of democratization of access to higher education, by combining quality and merit the inclusion of students with better academic performance, the program is also seen as a promoter of "social inclusion". In the context of these new policies on access to higher education from the federal government, the research agenda aims to revisit the debates about the notion of "social inclusion" from access to university based on interviews with program graduates students. This study aims to contribute to future research on the impact of public policies on Prouni for continuous progression of social protection. It also aims to understand the forms and meanings that have taken the dialectic of inclusion / exclusion from this program. The research is supported by the literature review on the work already done on this topic, government documents, press articles and speeches of its promoters and opponents, and mainly on interviews with program students in order to understand the paths traversed by these students after had finished of the higher education. Thus, the study aims to go beyond the most immediate perceptions about his new life as a university, and in relation to contact with classmates and teachers, to think that the entry and completion of a degree course, held within the Prouni, were effective mechanisms in social inclusion. (AU)