Um pé na roça - outro na universidade: experiências de acesso e permanência de jovens mulheres da roça na Universidade do Estado da Bahia (UNEB)

Abstract

This thesis has as main objective to understand the experiences of access and permanence of young women of the countryside at the University of the State of Bahia (Uneb). For this, an empirical investigation was developed that started from the Uneb as context of the study and was centered in the young rural women as individuals of the research. When moving from the institution to the individuals, through narrative and episodic semi-structured interviews, the thesis focuses on seventeen young people who identify themselves as from the countryside. These young rural women and university students, because of the youthful conditions they experienced that compel them to face everyday structural and everyday challenges to gain access to and remain in university, have gained such centrality that the sociology of the individual or individuation (MARTUCCELLI, 2007a, 2010a, 2010a, 2010c, 2010d; MARTUCCELLI; SINGLY, 2012; ARAÚJO; MARTUCCELLI, 2012a, 2012b) emerged as a theoretical-methodological reference of the research. Consequently, not only the instruments and procedures adopted in the investigation, but also the main theoretical operators of analysis: evidence and support. The research identifies the Higher Education as a structural evidence in the Brazilian and Bahian reality that is experienced as a probation in the intersections that make up the profile of the young people of the countryside as women, black, poor, from the countryside of a countryside. These young people, in order to arrive and to be in university, must combine and know how to handle the use of institutional and outside support, as well as relational / personal support. The study concludes that the university experiences of the young people of the countryside occur in the condition of migrants that places them in the places where they are forged as metonymic individuals, who can not miss any opportunity, therefore, they are hyperindividuals and insurgents. Thus, the research points out the need to expand access and permanence policies in higher education in an increasingly democratic and equitable way in universities that are public, free and socially referenced.