ProUni Fellow´s perceptions about belongingness to private higher education
DOI:
https://doi.org/10.26512/lc.v20i43.4391Keywords:
Higher Education, ProUni, Belongingness, HabitusAbstract
The aim of this paper is to discuss the construction of ProUni fellows’ social identity in terms of their belongingness to Higher Education and to private schools, based on the idea that there is a “rupture” in their social identity from the point when they encounter a new social border. To that end, we have analyzed semi-structured interviews with ProUni fellows in the State of Pernambuco, mediated by the concepts of cultural capital and habitus, symbolic border, and established/outsiders configurations. We expect to contribute to a better understanding of the impact of the possibility of undergoing undergraduate studies on the building of these students’ identities.
Downloads
References
ALMEIDA, Ana Maria; PEROSA, Graziela; ROCHA, Maria Silvia; TOMIZAKI, Kimi Aparecida. Experiências educativas e construção de fronteiras sociais. Revista Luso-Brasileira Sociologia da Educação, Rio de janeiro, v.1, pp. 10-39, 2010.
ALMEIDA, Wilson Mesquita. Ampliação do Acesso ao Ensino Superior Privado Lucrativo Brasileiro: um estudo sociológico com bolsistas do ProUni na cidade de São Paulo. 294 f. Tese (Doutorado em Sociologia) ”“ Faculdade de Filosofia, Letras e Ciências Humanas, Universidade de São Paulo, 2012.
ALON, Sigal; TIENDA, Marta. Diversity, Opportunity, and the Shifting Meritocracy in Higher Education. American Sociological Review, Thousand Oaks, v.72, n. 4, pp. 487-511, 2007.
ARIES, Elizabeth; SEIDER, Maynard. The Interactive Relationship Between Class Identity and the College Experience: The Case of Lower Income Students. Qualitative Sociology. v. 28, n. 4, pp. 419-443, 2005.
AYALON, Hanna; GRODSKY, Eric; GAMORAN, Adam; YOGEV, Abraham. Diversification and inequality in higher education: A comparison of Israel and the United States. Sociology of Education, New York, v. 81, n. 3, pp. 211-241, 2008.
BERGERSON, Amy. Exploring the impact of social class on adjustment to college: Anna’s story. International Journal of Qualitative Studies in Education, v. 20, n. 1, pp. 99-119, 2007.
BERNARD, Russell. Research methods in anthropology: qualitative and quantitative approaches. Lanham: Altamira Press, e. 4, 2006.
BOURDIEU, Pierre. Condição de Classe e posição de classe. In: MICELI, Sergio (Org.), A economia das trocas simbólicas, pp. 99-181. São Paulo: Perspectiva, 1974.
BOURDIEU, Pierre. Les trois états du capital culturel. Actes de la recherche en sciences sociales, Paris, n. 30, pp. 3-6, 1979.
BOURDIEU, Pierre. O poder simbólico. Lisboa: Difusão Editorial, 1989.
BOURDIEU, Pierre. A miséria do Mundo. Petrópolis: Vozes, 7 ed., 2008.
BOURDIEU, Pierre. A Escola Conservadora: as desigualdades frente à escola e a cultura. In: NOGUEIRA, Maria Alice; CATANI, Afrânio Mendes. (Org.) Escritos de Educação. pp.39-64. Petrópolis: Vozes, 1998a..
BOURDIEU, Pierre. Futuro de classe e causalidade do provável. In: NOGUEIRA, M.A.; CATANI, A. (Org.) Escritos de Educação. pp.81-126. Petrópolis: Vozes, 1998b..
BOURDIEU, Pierre.Esboço de uma teoria da prática. Precedido de três estudos de etnologia Kabila. Oeiras: Celta, 2002.
BOURDIEU, Pierre. A Distinção: critica social do julgamento. São Paulo: Edusp; Porto Alegre, RS: Zouk, 2007.
CARVALHO, Cristina. O PROUNI no governo Lula e o jogo político em torno do acesso ao ensino superior. Educação e Sociedade, Campinas, v. 27, pp. 633-1074, 2006.
CASTELLS, Manuel. O poder da identidade. São Paulo: Paz e Terra, 1999.
CATANI, Afrânio; GILIOLI, Renato. O ProUni na encruzilhada: entre a cidadania e a privatização. Linhas Críticas, Brasília, v. 11, n. 20, pp. 55-68, 2005.
DRAGAN, Irina-Maria; ISAIC-MANIU, Alexandru. Snowball Sampling Completion. Journal of Studies in Social Sciences, Sydney, v. 5, n. 2, pp. 160-177, 2013.
DUBAR, Claude. Trajetórias sociais e formas identitárias: alguns esclarecimentos conceituais e metodológicos. Educ. Soc., Campinas, v. 19, n. 62, pp. 1-9, Abr. 1998.
DUBAR, Claude. Entre crise global e crises ordinárias: a crise das identidades. PLURAL, São Paulo, v.18.1, pp.175-184, 2011.
ELIAS, Norbert; SCOTSON, John. Os estabelecidos e os outsiders. Rio de Janeiro: Zahar, 2000.
FRANCIS, Andrew; TANNURI-PIANTO, Maria. The Redistributive Equity of Affirmative Action: Exploring the Role of Race, Socioeconomic Status, and Gender in College Admissions. Economics of Education Review, Amsterdam, v. 31, pp. 45-55, 2012.
GOLDRICK-RAB, Sara. Following Their Every Move: An Investigation of Social-Class Differences in College Pathways. Sociology of Education, New York, v. 79, n. 1, pp.61-79, 2006.
GOODMAN, Leo. Snowball Sampling. Annals of Mathematical Statistics, Beachwood, v. 32, pp. 148”“170, 1961.
GROSS, Neil; CHENG, Catherine. Explaining professors’ politics: Is it a matter of self-selection?. In STULBERG, Lisa; WEINBERG, Sharon. (org.), Diversity in American higher education: Toward a more comprehensive approach, pp. 178-194. New York: Routledge, 2011.
HALL, Stuart. A identidade cultural da pós-modernidade. Rio de Janeiro: DP&A, 2005.
INEP.SUPERIOR. Ministério da Educação. Instituto Nacional de Estudos e Pesquisas Educacionais. Microdados do Censo Escolar da Educação Superior 2012. Brasília: MEC/INEP, 2013.
LACLAU, Ernesto. Universalism, Particularism, and the Question of Identity. October, V. 61, The Identity in Question, pp. 83-90, Summer, 1992.
LAMONT, Michèle; FOURNIER, Marcel. Cultivating Differences: Symbolic Boundaries and the Making of Inequality. University of Chicago Press: Chicago, 1992.
LAMONT, Michèle; SILVA, Graziella. Complementary rather than contradictory: diversity and excellence in peer review and admissions in American higher education. 21st Century Society, v. 4, n. 1, pp. 1-15, 2009.
LAMONT, Michèle; LAREAU; Annette. Cultural Capital: Allusions, Gaps and Glissandos in Recent Theoretical Developments. Sociological Theory, Washington, v. 6, n.2, pp. 153-68, 1988.
LAMONT, Michèle; MOLNÁR, Virág. The Study of Boundaries Across the Social Sciences. Annual Review of Sociology. V. 28, pp. 167-195, 2002.
LAREAU, Annette. Social class differences in family-school relationships. The importance of cultural capital. Sociology of Education, New York, v. 60, pp. 73-85, 1987.
LEHMANN, Wolfgang. “I just didn’t feel like I fit in”: The role of habitus in university dropout decisions. Canadian Journal of Higher Education. v. 37, n. 2, pp. 89-110, 2007.
LOPES, Claudia; RODRIGUES, Laura; SICHIERI, Rosely. The lack of selection bias in a snowball sampled case-control study on drug abuse. International Journal of Epidemiology, Oxford, v. 25, n.6, pp. 1267-1270, 1996.
MCCOWAN, Tristan. Expansion without equity: An analysis of current policy on access to higher education in Brazil. Higher Education, London, v. 53, pp. 579-598, 2007.
MELLO NETO, Ruy de Deus e. PROUNI: Dimensão nacional e perfil dos estudantes em Pernambuco. 219 f. Dissertação (Mestrado em Educação) ”“ Faculdade de Educação, Universidade Federal de Pernambuco, 2011.
MELLO NETO, Ruy de Deus e. Entre melhores e piores: caso dos bolsistas do ProUni em Pernambuco. In SIMÕES, José Luís (org.). Pesquisas em teoria e história da educação. v.2, Recife: Ed. Universitária, 2014.
MODOOD, Tariq. Capitals, Ethnic Identity and Educational Qualifications. Cultural Trends, v. 13, n. 50, pp. 25-45, pp. 87-105, 2004.
MOON, Dawne. Who Am I and Who Are We? Conflicting Narratives of Collective Selfhood in Stigmatized Groups. American Journal of Sociology. v. 117, n. 5, pp. 1336-1379, 2012.
OLIVEN, Arabela. Inclusion Policies in the Brazilian System of Higher Education: the public and the private sector. Journal of US-China Public Administration, Mei-Zhong Gonggong Guanli, v. 9, pp. 1302-1310, 2012.
OSTROVE, Joan. Belonging and wanting: Meanings of social class background for women’s constructions of their college experiences. Journal of Social Issues,Hoboken, v. 59, n.4, pp. 771-784, 2003.
OSTROVE, Joan; LONG, Susan. Social class and belonging: Implications for college adjustment. Review of Higher Education, Baltimore, v. 30, n. 4, pp. 363-389, 2007.
SANTOS, Boaventura de Sousa. Os processos de globalização. In______ (org.). Globalização: fatalidade ou utopia? Porto: Edições Afrontamento, pp. 11-99. 2001.
SISPROUNI. Sistema Informatizado do PROUNI. Bolsas disponibilizadas por ano. Disponível em: <http://prouniportal.mec.gov.br/images/arquivos/pdf/Representacoes_graficas/bolsas_ofertadas_ano.pdf> Acesso em: 22 jan. 2014.
SMALL, Mario Luis; HARDING, David; LAMONT, Michèle. Reconsidering Culture and Poverty. The ANNALS of the American Academy of Political and Social Science, v. 629, pp. 6-27, 2010.
SCHWARTZMAN, Luisa; SILVA, Graziella. Unexpected Narratives from Multicultural Policies: Translations of Affirmative Action in Brazil. Latin American and Caribbean Ethnic Studies, San Diego, v. 7, n.1, pp. 31-48, 2012.
TAVOLARO, Lília. Affirmative Action in Contemporary Brazil: Two Institutional Discourses on Race. International Journal of Politics, Culture and Society, New York, v. 19, pp. 145-160, 2008.
TRAVERS, Jeffrey; MILGRAM, Stanley. An Experimental Study of the Small World Problem. Sociometry, Washington, v.32, n.4, pp. 425-443, 1969.
WARIKOO, Natasha; CARTER, Prudence. Cultural Explanations for Racial and Ethnic Stratification in Academic Achievement: A Call for a New and Improved Theory. Review of Educational Research, New York, v. 79, n. 1, pp. 266-394, 2009.
ZIMDARS, Anna. Fairness and undergraduate admission: A qualitative exploration of admissions choices at the University of Oxford. Oxford Review of Education, Oxford, v. 38, n. 3, pp. 207-323, 2010.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2016 Linhas Críticas
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish in this journal agree to the following terms:
-Authors maintains the copyright and grants the journal the right of first publication, the work being simultaneously licensed under the Creative Commons Attribution License which allows the sharing of the work with recognition of the authorship of the work and initial publication in this journal.
- Authors are authorized to enter into additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (eg publish in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
-Authorers are allowed and encouraged to publish and distribute their work online (eg in institutional repositories or on their personal page) at any point before or during the editorial process, as this can generate productive changes as well as increase the impact and the citation of published work (See The Effect of Free Access).
