A ampliação do ensino superior e o perfil de seus estudantes: o caso da Faculdade de Formação de Professores de São Gonçalo

Abstract

The proposed comprehension of the young from the understanding of the dynamics of change in today's world emphasizes that the construction of their identity is a social construction, with many significations that must be understood within a context that gives meaning to itself. As the social construction is formed by various instances that compound the social universe, the University is one of these instances and cannot escape its role as a training institution; it must be attentive to the question that is a suitable "space" for reflection and for the beginning of change in the lives of young people who are part of it. The general objective of this study was to make a profile of the young students entering the University, attending a college located in an outlying municipality, in this case, São Gonçalo, whether residents of the municipality or not, taking a common course, the Teacher s Licentiate degree, which does not have high prestige in the labor market. Thus, I aim to understand the higher education expansion phenomenon in the country, as I question the population that enters it. And I seek to do so from the case study of the College of Teachers Education of São Gonçalo, UERJ. By using the technique of indirect collection of information from the socioeconomic questionnaire given by the UERJ Department of Academic Selection (presented in Annex 1), we carried out the profile analysis of entering students in six courses (Education, History, Mathematics, Language, Geography and Biology), in 2013, at the College of Teachers Education. We concluded that some courses have similarities, as Pedagogy and History, which, compared to other courses, have higher number of incoming students with advanced age; they come from families with less financial resources and when go to the university have better clarity on the labor market because, as we can see, most focuses on better wages and employment. We can also conclude that there are major differences among students of Biology and teaching courses related to age, family and socioeconomic status