A rotatividade de estudantes nos cursos de graduação na UFV: o SISU e as estratégias de acesso e permanência

Abstract

Higher education in Brazil has undergone several changes and several public policies have been developed to promote access, as well as for the permanence of students in private and public sector institutions. Such policies influenced some actions developed by the Federal University of Viçosa (UFV) from 2009. Some transformations occurred in the admission process to the Institution, due to the implementation of the Unified Selection System (SiSU), putting the Vestibular in 2016 out of existence. Traditional. In this context, this study was made to identify and analyze the influences of SiSU in the definition of strategies for access and retention of students in higher education, with the aim of understanding the correlation between student turnover in courses and SiSU, based on the case of UFV. The research was characterized as qualitative, with field data collection procedures (interviews), documentary and bibliographic, being theoretically based on Pierre Bourdieu and collaborators, Alain Coulon, Bernard Lahire and Maria Alice Nogueira. The methodological procedures began with the survey and analysis of official documents of national scope, such as decrees, normative laws and consultations with University documents for a better understanding of the scenario of public policies for higher education. Then, we carried out a survey of data referring to undergraduate courses: the number of students who entered and how many changed courses within the UFV of the five courses with the highest rate of applicant per vacancy in each science center (Agrarian Science Center, Biological and Health Science Center, Technological and Exacts Science Center, Human, Letters and Art Science Center), totaling 20 courses. From the analysis and tabulation of the data, we identified the four courses with the highest rate of course change within the UFV from 2016 to 2018, which were: Environmental Agricultural Engineering (CCA), Nursing (CCB), Mathematics (CCE) and Early Childhood Education (CCH). Then, we asked the University for the social and school data profile of all students who entered these courses. Based on the data collection, we prepared interview scripts that were used with five students who entered in 2016, through SiSU, and who changed courses until the second semester of 2018. An online questionnaire was also used with the coordinators of these four courses, in order to know and understand the relationship between SiSU and student turnover. The results indicated a high rate of course change, especially in the first year. The turnover performed by the students did not happen only for graduations in the same area, presenting a diversity of movement. It was evidenced that the option for changing the course within the Institution happened as a strategy to achieve the desired course and that joining the SiSU stimulates such action, since it increases the probability of a more assertive choice. Thus, we conclude, based on the theoretical framework adopted, that the turnover of students within the UFV is correlated with the choice of course, a process delimited by the field of possibilities. SiSU tends to guide subjects to desire what is likely within their class of origin and academic experiences. Such choices have been reoriented in the search for permanence in the Institution.