Evasão no ensino superior: a socialização acadêmica interrompida no mundo universitário da UFRN
This study has as central theme the discussion about avoidance and socialization. With a qualitative approach, the subjects in the research field were the students of the courses of Chemistry, Physics and Statistics, belonging to the Exact Sciences and Earth Center-ESEC of the Federal University...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Brasil
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/28002 |
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| Resumo: | This study has as central theme the discussion about avoidance and socialization.
With a qualitative approach, the subjects in the research field were the students of
the courses of Chemistry, Physics and Statistics, belonging to the Exact Sciences
and Earth Center-ESEC of the Federal University of Rio Grande do Norte. In the
first stage of the research, based in the ethnographic methodology, it were
analyzed the records of the impressions from the field journal observations,
photographic record and the application of one hundred and fourty-seven
questionnaires were carried out with students in their four-year time course
organized as follows: Students of the 1st, 2nd and 3rd periods, later categorized
as freshmen (i.e. students who are in the beginning of their courses); with students
in the 4th, 5th and 6th grades, categorized as middlemen (students who were in
the middle of their courses) and, finally, with students in the 7th and 8th periods,
categorized as veterans (students near of completing their courses). In the second
stage, twelve semistructured interviews were carried out. The subjects were three
students who had escaped from Chemistry, Physics and Statistics (one student
evaded from each course) and three students enrolled in each course, following
the order of the periods described above (a freshman, an intermediary, and a
veteran of each course). From the data collection, in the third stage later, it was
carried out the analyzes of all this material and, consequently the basis of the
monographic work, from what it found and could be revelated some weaknesses
in the academic course of the student. The interpretation of those accounts of
maintenance or abandon of the academic path of the students also allowed us to
propose the concept of interrupted academic socialization. Still in the scenario of
the writing, we made use of the sociobiographic methodology (FERREIRA, 2006)
that provided the accomplishment to understand my owner academic trajectory,
since in my previous experience I put myself in the condition of student evaded
and I throw hand of relevant fragments of this experience. |
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