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Abstract(s)
A pesquisa desenvolvida no âmbito do programa de doutoramento em Serviço Social,
apresentada agora em formato de tese, teve como intenção compreender as singularidades
dos percursos bem-sucedidos de estudantes que chegam ao ensino superior, com origem em
meios socialmente desfavorecidos. Pretendeu-se identificar e caracterizar potenciais
determinantes para trajetórias escolares improváveis, ou seja, percursos escolares que se
destacam por constituírem exceções à norma que relaciona o sucesso escolar com o capital
cultural da família de origem (Bourdieu, 1964, 1970).
Estes estudantes com “sucessos improváveis” alcançam, não só a possibilidade de
acesso ao ensino superior (nível de ensino distante do capital cultural de origem), mas
também o fazem com classificações elevadas ou em cursos de alta seletividade.
No plano de análise do sistema de ensino superior são tratadas as questões em debate
que interrogam a existência de lógicas de reprodução, relativamente aos processos de
escolarização, bem como os desafios que se colocam ao ensino superior, sendo também
realizada uma avaliação de indicadores nacionais, com o propósito de contextualizar as
condições históricas e sociais da população jovem à entrada no ensino superior.
A aproximação ao campo empírico desenvolveu-se em várias vertentes: uma análise
extensiva de dados estatísticos existentes, nomeadamente, bases de dados sobre o ensino
superior com dados estatísticos longitudinais; uma análise quantitativa sobre os dados que
resultaram de um inquérito por questionário – Boletim do aluno - aplicado aos estudantes
que ingressaram no ensino superior, em (dados nacionais) e uma análise, também
quantitativa, aos dados que resultaram do inquérito por questionário aplicado aos estudantes
da Universidade de Trás-os-Montes e Alto Douro (UTAD) inscritos no primeiro ano do 1.º
ciclo de estudos. Em relação à população da UTAD, foi criada uma amostra de estudantes
do 1º Ano provenientes de meios desfavorecidos a quem foram realizadas 18 entrevistas
individuais, em profundidade.
A proposta teórica adotada para análise e interpretação da singularidade destes
percursos escolares improváveis foi a da Lahire (1995, 2005) e, principalmente, a
identificação da pluralidade de disposições sociais que se combinam em percursos
singulares. O propósito final é o de promover um quadro interpretativo da realidade social e
familiar dos estudantes do ensino superior em Portugal, de forma a identificar aspetos
suscetíveis de intervenção social no âmbito da ação social no ensino superior.
The aim of this research, undertaken as part of the university’s doctoral programme in Social Work, presented here in thesis form, was to acquire a better understanding of the singular features of the successful academic and professional pathways constructed by undergraduate students coming from unfavourable socio-economic backgrounds. The intention was to identify and characterise the variables most likely to determine what we have termed “improbable trajectories” – in other words, personal, educational and family paths (Bourdieu, 1964, 1970) that stand out as exceptions to the expected norm, in which young people have not only progressed to a level of education seemingly distant from the meagre social and cultural capital with which they appear to be endowed, but have done so on the basis of high-level secondary education qualifications and/or for courses that are highly selective. While the key factors identified as determining such trajectories are essentially associated with education and family, they relate most of all to the student’s social dispositions and the way his/her mind-set and behavioural profile are constructed, rather than resulting from mechanisms whose operation form part of a limited spectrum of family-based cultural inheritance processes, and/or the reproduction logic that tends to characterise conventional schooling. Broadly speaking, the empirical work conducted as part of this research approached these issues through four distinct but complementary studies: an extensive analysis of available statistical evidence, drawing mainly on longitudinal higher education data-bases; a quantitative analysis of data already collected via a national questionnaire survey of university entrants; a quantitative analysis of data collected via a questionnaire administered to first year undergraduates at the University of Trás-os-Montes e Alto Douro (UTAD); and a comprehensive analysis of detailed interviews conducted with a sample of the same UTAD students. The theoretical proposal adopted for analysis and interpretation of the singularity of these improbable school courses and especially the identification of the plurality of social rules that combine into singular pathways was introduced by Lahire (1995, 2005). The thesis provides the reader with an interpretation of national indicators that permits the situation of young people entering university to be placed in an appropriate historical and societal context, and the analysis of certain aspects of the university system is highly pertinent to an understanding of key educational challenges of the present day. The ultimate aim of this research has been to identify the determining features of academic and professional success stories, so that they could be used in the construction of an interpretative framework that could form the basis for future interventions in particular in the sphere of higher education student welfare.
The aim of this research, undertaken as part of the university’s doctoral programme in Social Work, presented here in thesis form, was to acquire a better understanding of the singular features of the successful academic and professional pathways constructed by undergraduate students coming from unfavourable socio-economic backgrounds. The intention was to identify and characterise the variables most likely to determine what we have termed “improbable trajectories” – in other words, personal, educational and family paths (Bourdieu, 1964, 1970) that stand out as exceptions to the expected norm, in which young people have not only progressed to a level of education seemingly distant from the meagre social and cultural capital with which they appear to be endowed, but have done so on the basis of high-level secondary education qualifications and/or for courses that are highly selective. While the key factors identified as determining such trajectories are essentially associated with education and family, they relate most of all to the student’s social dispositions and the way his/her mind-set and behavioural profile are constructed, rather than resulting from mechanisms whose operation form part of a limited spectrum of family-based cultural inheritance processes, and/or the reproduction logic that tends to characterise conventional schooling. Broadly speaking, the empirical work conducted as part of this research approached these issues through four distinct but complementary studies: an extensive analysis of available statistical evidence, drawing mainly on longitudinal higher education data-bases; a quantitative analysis of data already collected via a national questionnaire survey of university entrants; a quantitative analysis of data collected via a questionnaire administered to first year undergraduates at the University of Trás-os-Montes e Alto Douro (UTAD); and a comprehensive analysis of detailed interviews conducted with a sample of the same UTAD students. The theoretical proposal adopted for analysis and interpretation of the singularity of these improbable school courses and especially the identification of the plurality of social rules that combine into singular pathways was introduced by Lahire (1995, 2005). The thesis provides the reader with an interpretation of national indicators that permits the situation of young people entering university to be placed in an appropriate historical and societal context, and the analysis of certain aspects of the university system is highly pertinent to an understanding of key educational challenges of the present day. The ultimate aim of this research has been to identify the determining features of academic and professional success stories, so that they could be used in the construction of an interpretative framework that could form the basis for future interventions in particular in the sphere of higher education student welfare.
Description
Keywords
Trajetórias escolares de sucesso Habitus Disposições individuais Educational success and learning trajectories Disfavoured social