Trajetória acadêmicas e profissionais de egressos(a)s cotistas do curso de Pedagogia da Universidade Federal do Rio Grande do Sul- UFRGS Porto Alegre, RS, Brasil

Abstract

This thesis investigated academic and professional trajectories of quota students who graduated in Pedagogy at Universidade Federal do Rio Grande do Sul, questioning how obtaining an undergraduate degree impacts on their employability and how college education influences the constitution of habitus of these agents. That is, it investigates the way they organize themselves, perceive and act socially, based on capital acquired throughout the training they received. The concept of trajectory used in this research originates from theories of Pierre Bourdieu and counterpoints to this theory, elaborated by Bernard Lahire and other Brazilian authors. It thus aims to understand how social markers of class, gender, race/ethnicity, and generation, as well as traditions and resistance that make up the field of higher education, especially Pedagogy, enable and/or condition the success or academic failure of students. The sociological studies in education, accomplished by these authors, made this research possible. The methodology combined data collection, both quantitative and qualitative. Data production occurred with application of a questionnaire to 16 graduates of UFRGS Pedagogy Course, graduated between 2014 and 2019, who accessed the course through quota policy. Among these 16 interviewees, 12 participated in a semi-structured interview, which allowed access to important information about their academic and professional trajectories, making it possible to analyze social impact of affirmative action policy in Brazilian context. Thus, this study intends to contribute to research in education regarding the impact assessment of educational public policies, revealing an underexplored topic to academic and social fields.