Banca de DEFESA: CARLA TEREZA PESSOA DA ROCHA DANTAS

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : CARLA TEREZA PESSOA DA ROCHA DANTAS
DATE: 16/02/2023
TIME: 14:00
LOCAL: virtual
TITLE:

Secondary education and higher education: the role of institutional actions and of the curriculum in the process of integration into university life.

KEY WORDS:

high school; higher education; institutional actions; curriculum; process of university engagement

PAGES: 234
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This thesis is linked to the research line Teaching Profession, Curriculum and Assessment - PDCA of the Graduate Program in Education at the University of Brasilia and affiliated to the research group "Curriculum: theoretical concepts and educational practices". In it, we analyzed factors that according to the literature may play a negative role in the process of university engagement (TINTO, 1975; KUH, 2008; BEAN and EATON, 2000; SWAIL, 2003; among others), such as institutional actions and the undergraduate curriculum. After the realization of the State of Knowledge (MOROSINI and FERNANDES, 2014), such factors were identified as gaps (ROMANOWSKI and ENS, 2006) in the field of research about institutional issues. This observation led us to a concern that is described in the assumption that guided the research scenario and materialized its originality, which is “If the student does not participate in institutional actions of transition to higher education as well as persistence and the undergraduate curriculum not centered on the subject who learns can play a negative role in the process of university engagement”. The research problem was based on the following question: “What is the role of the institutional actions of transition to higher education developed by the “Secretaria de Estado de Educação do Distrito Federal - SEEDF” in partnership with the University of Brasília - UnB and the institutional actions of persistence and the undergraduate curriculum at the University of Brasília - UnB in the process of university engagement?”. The main objective of the research was “Analyze the role of institutional actions for the transition to higher education developed by the “Secretaria de Estado de Educação do Distrito Federal - SEEDF” in partnership with the University of Brasília - UnB and institutional actions for persistence and the undergraduate curriculum at the University of Brasília - UnB in the process of university engagement”. The research had a qualitative approach and as a time frame the period between the second semester of 2013, the semester in which the first public notice for the University of Brasília entrance exam was launched, which presented the option of admission to the university by social quotas (public notice nº 1 – 2nd entrance exam 2013, April 3, 2013), until the second half of 2019. Two institutions were analyzed, the University of Brasília - UnB for being the first federal public university in the country to adopt the quota system since 2004 and for presenting a track record of a policy of inclusion of public high school graduates through affirmative action of social quotas (PL 73/99) based on its entrance exam public notice (public notice nº 1 – 2nd entrance exam 2013, of April 3, 2013) and the “Secretaria de Estado de Educação do Distrito Federal - SEEDF” for forming the largest number of admissions to undergraduate courses at UnB. The research public was formed by the staffs of the two institutions involved in the research and by the students who entered through the social quota system at the University of Brasilia. As a research method, we used the Case Study. As the techniques for data construction procedures, we used the document analysis of the Political Pedagogical Projects of the High Schools, the Pedagogical Projects and the curriculum of the undergraduate courses which were involved in the research, and of the SEEDF and UnB websites (courses, academic and administrative units), the semi-structured interview with the staffs of SEEDF and UnB and the questionnaire with the students. For data analysis, we used content analysis (BARDIN, 2016). After the analyses, we bring some notes such as the importance of the institution to reflect on its institutional culture and its role in the academic community; the development of a project of transition and persistence actions to higher education and an institutionalized pedagogical support for all students since the first year at university (TINTO, 1975, 1986, 1987) and the construction of an undergraduate curriculum organization that goes beyond classroom, which considers the student's voice (BERNSTEIN, 1996; ASTIN, 1993; RODRÍGUEZ, 2013; BORGES, 2012; SACRISTÁN, 2017; SWAIL, 2003; GRIGSBY, 2009; TINTO, 2015; ZEPKE, 2015; KUH, 2008; TESSEMA et al., 2012) and that has the student as the center of the teaching and learning process (COULON, 2008).

BANKING MEMBERS:
Externa à Instituição - ROSANA RODRIGUES HERINGER - UFRJ
Externa à Instituição - VELEIDA ANAHI DA SILVA - UFS
Interno - 3056419 - FRANCISCO THIAGO SILVA
Interna - 2000468 - LILIANE CAMPOS MACHADO
Presidente - 40921 - LIVIA FREITAS FONSECA BORGES