A exclusão dos incluídos: uma etnografia do curso de Pedagogia Noturno da Universidade Federal do Ceará

Abstract

Night higher education courses are a great opportunity for the working class subjects go forward studying and, as well, combining it with work. Thinking about this theme is to reflect on the relationship between work and education in Brazil. One of the objectives of this research is to analyze the obstacles faced by students in their social and academic trajectories, thus this work presents an ethnography of the nocturnal course of pedagogy from Universidade Federal do Ceará. The data presented were collected through the last two years by participant observation , and in the second half of 2018 by the application of 45 questionnaires and 6 interviews with duly enrolled students from 1st to 10th college semester, looking into these students socioeconomic profile and deepen in issues related to their experiences in pedagogy course. Even though it was created for workers to be the main beneficiaries, since 80% of the participating students affirmed have full day work, the research reveals that 86% of them say that studying, working or both activities become impaired. Moreover, 55% of the students confirmed they have already thought about giving up the college course because of the difficulty of reconciling work and studies, what reveals that Education University is not yet ready to receive working students. The collected data reveal this difficulty of conciliation involves aspects of using the University spaces, the pedagogical proposal of the course and teachers performance, that brings exclusion inside institution and creates the category of pseudo student worker. A category that puts into evidence others established in ancient studies, such as the case of the group of workers-students and students-workers. At last, it was concluded that the problems faced by students are, above all, consequences of discrimination and social prejudice to poverty and to work caused by the duality of the educational system that prioritizes school trajectories through socioeconomic conditions of individuals, making it impossible for all to receive an education aimed at building the citizen. The University of Education inserts itself in this context as an important supporter of the interests of a State that is not worried about offering the same education to Brazilians of all social classes.