Ter sucesso num sistema acessível, mas desigual
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Resumo
Embora o quadro institucional da Federação Valônia-Bruxelas assegure um acesso formal ao ensino superior por meio de taxas reduzidas e baixa seletividade (Fédération Wallonie-Bruxelles, s.d.; Vermandele et al., 2012), as desigualdades sociais de sucesso académico persistem (Galdiolo et al., 2012). Esse paradoxo evidencia a discrepância entre acessibilidade teórica e igualdade efetiva de oportunidades. Ao centrar-se nos relatos de estudantes bolseiros/as, identificados/as como vulneráveis, esta contribuição desloca o foco das causas do fracasso para as dinâmicas do êxito. A análise baseia-se numa pesquisa qualitativa realizada numa universidade francófona da Bélgica e explora os recursos, tanto subjetivos como estruturais, mobilizados pelos/as estudantes para ultrapassar as barreiras académicas e sociais. Daqui resulta uma incapacidade de adaptação e de utilização dos dispositivos de apoio existentes (Robbins et al., 2009), com fatores endógenos como o engajamento (Skinner et al., 2009) ou a autonomia (Pintrich, 2004), revelando assim a necessidade de repensar as políticas de igualdade a partir da experiência estudantil.
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Secção
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