Policies on access and permanence in the brazilian higher education system: dilemmas and prospects

Abstract

We systematized reflections on the sociodynamics of Brazilian higher education, focusing on aspects regarding the tensions related to the increase of the access and to safeguard the permanence of students in that educational level. In terms of methodology, the group used document analysis and applied a closed questionnaire. For the purpose of the present project were considered research subjects students of a Pedagogy degree course, which included among them the enrollment of a Deaf student. The text is anchored in the concepts of figuration and interdependence network, developed by Norbert Elias. The data demonstrated that only from the late twentieth century, students from working class or less favored and deaf students became presence in Higher Education. Still, in the national documents and international agreements we have consulted, the individuals and their expectations do not constitute pivotal benchmarks in the proposal of the educational policy to be implemented. It is then guaranteed an educational policy in which prevail specific notions of justice, equality and social participation that seem to exist prior to and independent of individuals and their concrete demands.