Narratives of quota students from the UFRGS Literature Degree Course: a portrait of evasion and permanence and practices of in/exclusion
This paper aims to analyse the narratives of quota students in the Literature Degree Course at the Federal University of Rio Grande do Sul (UFRGS), regarding the processes of evasion and permanence and the practices of in/exclusion which are present in the academic context. The empirical field impli...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande (FURG) |
| Repositorio: | Momento (Rio Grande. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.furg.br:article/16543 |
| Acceso en línea: | https://periodicos.furg.br/momento/article/view/16543 |
| Access Level: | acceso abierto |
| Palabra clave: | Graduación Acciones afirmativas Evasión y permanencia Garduation Affirmative actions Evasion and permanence Graduação Ações Afirmativas Evasão e permanência |
| Sumario: | This paper aims to analyse the narratives of quota students in the Literature Degree Course at the Federal University of Rio Grande do Sul (UFRGS), regarding the processes of evasion and permanence and the practices of in/exclusion which are present in the academic context. The empirical field implicates the study of narratives resulting from interviews with five students who entered the Literature Degree Course through affirmative actions. The interviewed quota students were present in the group of graduates and in the performance control group in 2023. Foucauldian Studies are used as theoretical reference, with the analytical-methodological concept of discourse, in its power/knowledge relations, which are unfold into technologies of governance. Throughout the reports of quota students, three characteristics guide the academic life of these students: the understanding of self-responsibility, a sense of belonging to the Course and Educational Institution and the perception of the curriculum as a fundamental element to make sense of the progress of the course. |
|---|