A permanência no ensino superior: trajetórias formativas de licenciandos em química cotistas-sociais da UTFPR - Campus Londrina

Abstract

The research proposed here aimed to investigate the formative trajectories of undergraduates in Chemistry at UTFPR-Campus Londrina, regarding the singularity of being social quota holders, in relation to their yearnings for permanence in the course. To this end, we made use of narrative research, seeking to listen to the life stories of two undergraduate students in Chemistry at UTFPR-LD, socioeconomic quota holders. Meetings were held via Google Meet, audio-recorded, transcribed and interpreted using the Content Analysis method. This movement sought to develop an investigative-discursive substrate that made it possible to discuss, constitute and emerge debates about socioeconomic quotas, affirmative action policies, difficulties and anxieties of permanence and teacher training. The categories i) Socioeconomic Conditions and Affirmative Actions where the relationship between affirmative actions, social, financial, family conditions and permanence in higher education are presented; ii) School trajectory in Basic Education, which present registration units that evidence the knowledge acquired through the initial educational path until arrival at the university; and iii) The university and the course, which show aspects of the trajectory at the university, choice, admission, access to permanence, the perceptions of respondents in relation to permanence and interest in the course and teaching. Those that emerged from the research, outline our perception of the relationship between the permanence of students in the course with the affirmative action policies implemented by the University, and how they are essential to guarantee the permanence of this social group at the university. The influences of public basic education on self-esteem, as well as socioeconomic, cultural, family factors, among other aspects, permeate the uniqueness of each student in the continuity of the course and in their aspirations in teacher training. In addition, we realize that the lags in basic education are directly linked to the difficulties of progressing during university, as well as the overcoming to continue at the university and complete the course interfere in the choice of acting in the area of the degree. We hope that this work can turn its gaze to the reflection of current public policies as an effective guarantee of the permanence of UTFPR-LD social quota students, in the hope of a real democratization of the public university.