As políticas públicas de acesso e permanência no ensino superior brasileiro: uma oportunidade para quem?

Abstract

This dissertation focuses on the study of student assistance policy in higher education with emphasis on expanding this assistance as a right, including in groups of assisted, students who entered in private higher education through reimbursable funding programs that are specific to HEIs. The general objective of this research is to analyze the actions of pedagogical and psychopedagogical support foreseen in the PNAES and executed by the educational institutions, as a possible mechanism for the individual development and transformation, as well of its reality and of overcoming a narrow view of a strictly social policy. For that, it is intended, through a documentary and bibliographical research, analysis or regulations, institutional websites and dissertations on the referred FIs and HEIs, articles and books, develop the specific objectives that are analyze the existing relationship between work, education and social assistance in neoliberal times, identify and analyze existing pedagogical and psychopedagogical support actions in the FIs and problematize if these actions can contribute to the better development of these practices in private institutions in Curitiba-PR. To provide a theoretical framework for this research, the work of Christian Laval, “The school is not a business” and a chapter from the book “The Lula years: contributions to a critical balance 2003- 2010” by Roberto Leher were explored, along with writings by Perry Anderson on “The Neoliberalism Balance” and excerpts from Ricardo Antunes’ works on contemporary forms of labor. The results revealed that student assistance remains highly focused, and there is a significant gap between the intention and planning of these pedagogical and psychopedagogical actions in the mentioned FIs. In order, for the SE, to actually reach its full potential, it is essencial to develop a preventive and protective monitoring plan for all students, carried out by professionals who can gradually work on enhancing the dignity, autonomy, and agency of students in their realities.