O Programa Nacional de Assistência Estudantil na UFRN à luz da abordagem cognitiva de políticas públicas em diálogo com os estudos críticos do discurso (2011 - 2020)
In the context of the policies to expand higher education, responsible for a significant increase in the enrollment of non-traditional students in these spaces, the profile of public university students has been modified in recent decades, whether in terms of race, gender or social class (ANDIFES,...
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| Formato: | doctoralThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/52452 |
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| Resumo: | In the context of the policies to expand higher education, responsible for a significant increase in the
enrollment of non-traditional students in these spaces, the profile of public university students has been
modified in recent decades, whether in terms of race, gender or social class (ANDIFES, 2018). The
increase in the number of places in public educational institutions also results from policies that seek to
provide conditions for needy students to remain in university until the completion of the formative
process. In view of this material reality, this doctoral thesis analyzes the National Student Assistance
Program (Pnaes), as operated at the Federal University of Rio Grande do Norte (UFRN) in the period
between 2011 and 2020, aiming to analyze the student assistance policy from a perspective that focuses
on the references that guide the conduct of this public action, as well as on the changes that have occurred
during the first decade of Pnaes implementation at UFRN. To achieve these objectives, a theoretical and
methodological framework is constructed that relates knowledge from Education, History, Sociology,
Political Science, Public Policy and Critical Discourse Studies. Throughout the analysis, concepts that
refer to both the universal aspect and the particularities of the research object in focus are mobilized,
such as: the justice/injustice and social inclusion/exclusion binomials; vulnerability, poverty and
inequality; and access and retention. In addition, in agreement with Nascimento and Arcoverde (2012),
the concept of "bolsification" is adopted to describe the logic under which Student Assistance policies
operate today, stemming from a historical context of concomitance between student and social assistance
and marked by processes of financial reimbursement and counterparty demands situated beyond the
pedagogical requirement. Following this interdisciplinary perspective, the research adopts public
policies as an analytical category (MULLER, 2018; HASSENTEUFEL, 2008), and the methodological
path was constructed through a dialogue between Cognitive Policy Approaches and Critical Discourse
Studies, as already done by Martins, Sousa, and Pedrosa (2022). The analysis corpus consists of
transcripts of semi-structured interviews with six civil servants of UFRN identified by the research as
decision-makers in the various sectors responsible for operationalizing student assistance at UFRN, as
well as 650 questionnaires collected from students served by such policy. Thus, the thesis presents a
specific analysis of the ideas in action that materialize through a particular normative and cognitive
framework at UFRN in the analyzed period. The work is divided into five chapters, which accommodate:
i) a detailed account of public assistance policies for students in the historical cycles of Brazilian public
higher education; ii) a historical and dialectical recovery of the cycles of student assistance at UFRN,
with a focus on the responses elaborated by the institution in the execution of Pnaes resources in the
period; iii) an analysis of the discourses of students who are served by the assistance on the policy at
UFRN; iv) a critical appreciation of the ideas of assistance in the discourses of political-bureaucratic
actors who execute the public policy at UFRN. In view of the results obtained, it is concluded that the
model of student assistance adopted by UFRN, despite the importance of the actions for the maintenance
of the served students, is not ideal, and that, among other factors to be improved, resources from Pnaes
should be used to provide permanent aid without requiring work counterparties, which should be linked
to those already existing, such as housing, food, glasses, and daycare subsidies. Finally, in the
Conclusions, a reflective and propositional synthesis is woven based on the results of empirical and
theoretical-epistemological analyses carried out, in order to advance in the construction of the theory of
public policy analysis in Brazil, especially of educational policies and particularly the public policy of
student assistance built and executed at UFRN. |
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