Universidades VS terciarização do ensino superior: a lógica da expansão do acesso com manutenção da desigualdade: o caso brasileiro

Abstract

Este trabalho pretende mostrar como a enorme expansão do sistema de ensino superior no âmbito mundial, desde os anos 70, resulta da incorporação da lógica mercantil no sistema de gestão pública do ensino superior. Este traço das políticas públicas que tem caracterizado a grande maioria dos sistemas de gestão de ensino superior nas sociedades contemporâneas tem, entretanto, permitido o insulamento das universidades de prestígio acadêmico destas políticas, mantendo-as como nichos exclusivos dos membros das elites sociais destas sociedades. A análise do caso brasileiro mostra um quadro ainda mais dramático do que o internacional, pois aqui, o credenciamento superior aumenta, ao invés de diminuir, os efeitos do status de origem sobre o status socioeconômico (SSE).

Juventude por cor e renda no acesso ao ensino superior: somando desvantagens, multiplicando desigualdades?

“…Os anos de 1990 foram decisivos ao conjugarem processos de desregulamentação do trabalho, privatizações, altos índices de desempregos e plano de estabilização econômica. A reorientação da política econômica levou ao novo momento de expansão através da criação de vagas nos estabelecimentos privados e diversificação dos cursos (Neves, 2007;Prates, 2007; Comim e Barbosa, 2011).…”

A reprodução educacional renovada: dualidade intrainstitucional no programa Universidade Aberta do Brasil

“…The central goal of this study was to answer whether, between the distance modality (UAB) and the face-to-face modality, at UnB's undergraduate level, there was any intrainstitutional stratification/hierarchization; in this case, dual. With this, we believed we were analyzing a concrete form of continuity of the complex contemporary educational reproduction in our conjuncture, which, as pointed out by the theoretical debate, through authors such as Bourdieu (2010), Dubet (2001), Prates (2007Prates ( , 2010 and so many others, has more subtle and paradoxical formats, such as an excluding inclusion (KUENZER, 2007). The originality of the study resides, in our opinion, in addressing the educational modality variable within the classic problematics of reproduction through education.…”

“…Also for Dubet (2001, p. 8-9), "equality has increased because education is no longer a rare good, rather it benefits all, but it became a much more hierarchical good when barriers were replaced by levels", and, with that, superior classes and social sectors continued holding the monopoly of the best and most profitable fields of training. Prates (2007), following the theory of inequality developed by Samuel Lucas and other empirical-quantitative researches (PRATES; COLLARES, 2014, p. 66-67), has demonstrated that the institutional differentiation of higher education systems in the world that has made possible their expansion, has turned the higher education each time more founded on institutional-functional stratification. With that, unequal socio educational job role would continue to be reproduced, despite a general increase in schooling: [...] the internal differentiation [of the system] is exclusive, because lower quality institutions attract the working classes and students from minority groups, leading them to occupy inferior job role in the work market" (PRATES; COLLARES, 2014, p. 69).…”

Mapeando a formação do enfermeiro no Brasil: desafios para atuação em cenários complexos e globalizados

“…With the increase in the number of private HEIs, this association is no longer linear, and an exponential ascent begins 18 . In addition to increasing the number of private HEIs, it is worth pointing out the creation of scholarship programs for higher education (both public and private), thus helping a portion of the population -including individuals from the poorest strata of society -to have access to this level of education 19 .…”