Desafios e estratégias dos alunos da EEM Liceu de Messejana para o ingresso ao ensino superior

Abstract

The present study analyzes the challenges and estrategic encountered by high school students at Liceu de Messejana, located in an area of high social vulnerability on the outskirts of Fortaleza, Ceará, in accessing higher education. The research explores the influence of the social environment, learning difficulties and structural barriers that limit the access and permanence of public school students at Brazilian universities. Based on interviews, questionnaires and observations, students' experiences and the strategies implemented by the school to alleviate these difficulties are examined, such as the Academic Motivation Center (NUMA) project, which aims to prepare and motivate students for the challenges of higher education. . Using authors such as Pierre Bourdieu, Paulo Freire and others as a theoretical basis, the study examines how education can function both as a mechanism for perpetuating social inequalities and as a tool for overcoming them. Furthermore, the work analyzes the impact of public policies, such as quotas and student aid programs, on the process of democratizing access to university. The research concludes that, despite institutional efforts and inclusion policies, significant challenges persist that hinder equitable access to higher education, especially for low-income young people from public schools.