Acesso e permanencia na educação superior – os percalços dos alunos em situação de vulnerabilidade socioeconômica no curso de Pedagogia – área de aprofundamento em Educação do Campo - UFPB

Abstract

The research falls into the contexto of expansion and access policies in an inclusive approach of Higher Education inthe 2000s, revealing a new social, economic and educational profileof the students that entered into federal universities in Brazil, causing national debates about the permanence and conclusion of students with social vulnerability. It has got the objective of analyse the Pedagogy Course –improving area of Field Education at Universidade Federal da Paraíba (UFPB)students permanence. Of a qualitative basis, the study outlines the socioeconomic profile of thirteen students, that originate the interview with three of them, distributed in the 4th,7th and 10th periods of the referred course, once they were in the more alarming situation of social vulnerability , identified as those ones sons of poor smallholder farmers undereducated. For understanding the statemnts of these students, the research is based on Bourdieu theory (1998), that discusses the cultural capital, complemented by Jezine, CasteloBranco, e Nakamura (2013) students that approaches Higher Education nowadays and the new challenges about access and remain in this education level. The study points out that there are difficulties of permanence,in which the students have been struggling from intrinsec motivations through renunciations and sacrifices, once they glimpse social and professional ascensionintheuniversity diploma conquest. It even points out that there is a self-will, nearly viscera in course remain and conclusion, that has brought reflections about basic education offer conditions to the farming community.