A assistência estudantil como política pública no Centro de Formação de Professores da Universidade Federal do Recôncavo da Bahia

Abstract

Throughout history, Brazilian higher education has been constructed as elitist. However, in the last two decades, the adoption of public educational policies has provided access to students traditionally excluded from higher education. The present research has as main objective to analyze how the student assistance practices of the Teacher Training Center (CFP) of the Federal University of Recôncavo da Bahia (UFRB) have contributed to the permanence of students in the context of teacher training, having as locus of research the CFP of UFRB. As specific objectives, we seek to identify and analyze how the Universidade Federal do Recôncavo da Bahia promotes student assistance at the Teacher Training Center, as well as analyze the conditions for the permanence of self-declared black and brown students in undergraduate courses at the Training Center. of Professors at UFRB. As a methodological contribution, we used a qualitative approach, of the exploratory type, in which documental analysis and narrative interviews were carried out with students from the CFP of UFRB. The theoretical basis is based on the concepts of equity and social inequality present in the thoughts of John Rawls, and in the concepts of student permanence of Dyane B.R. saints. It was proposed to approach the trajectory of the student assistance policy in Brazil and the affirmative action policies for access and permanence in higher education. The importance of the topic is due to the practical observance that the policy for admission to public higher education constitutes a way of confronting the inequalities typical of Brazilian society. However, it is understood that only promoting access does not guarantee inclusion and that it is also necessary to guarantee the permanence and completion of the course. We understand that the student assistance policy has a fundamental role in the search for equality of conditions, as it is a great strategy in the fight against social and racial inequalities. The results show that the CFP student assistance policy seeks to cover the areas identified by the National Student Assistance Program (PNAES), making it possible to contemplate students with the most diverse needs that affect their permanence at the university. However, it can only cover a small portion of students who need student assistance. And yet, it is clear that the permanence of these students in higher education is only possible with the support of student assistance.