Orientador: Vicente Rodriguez / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T07:29:48Z (GMT). No. of bitstreams: 1 Alphonse_Fritznel_M.pdf: 3526115 bytes, checksum: edc673d815d0ee16e04ba244a183742a (MD5) Previous issue date: 2015 / Resumo: Esta dissertação de mestrado objetivando a realizar uma análise do programa de ação afirmativa e inclusão social (PAAIS) implementado pela UNICAMP no período de 2005 - 2014. Este programa foi estabelecido por meio de deliberação do Conselho Universitário da UNICAMP em 2004, este programa pretende-se incentivar a presença de estudantes de baixa renda oriundos de escolas da rede pública de ensino médio brasileiro e usando como um dos critérios ''negro'' (pretos, pardos) e indígenas. Por meio de concessão de pontos ou bônus na nota final dos alunos aprovados para a segunda fase das provas no processo seletivo da universidade e também aqueles desse grupo que se identificarem como negro (pretos, pardos) e indígenas receberam uma nota extra a mais além desse bônus. A tomada desta decisão justifica-se que antes houve uma falta enorme de presença desses grupos de estudantes nos cursos de graduação oferecidos pela universidade porque muitas vezes a opinião pública brasileira apontaria que os estudantes que chegaram ao ingressar nas universidades melhores públicas brasileiras sempre são aquelas que vieram de família com melhores condições socioeconômicas da sociedade brasileira. Esta situação aconteceria no campo de acesso a este setor de ensino devido ao grau elevado das provas que se aplicam no processo seletivo das universidades públicas sejam federais, estaduais ou municipais para selecionar seus quadros de alunos para preencher as vagas em seus cursos de graduação. Quando aos resultados finais desta pesquisa, a análise de dados do PAAIS neste período revelou que os resultados do PAAIS da UNICAMP são bastante tímidas em todos os componentes tanto no universo de dados de acesso da universidade quanto no contexto nacional em que as políticas de ações afirmativas em especial as cotas raciais ou sociais vêm sendo aplicadas no campo de acesso ao ensino superior brasileiro em benefícios dos alunos provenientes da rede pública de ensino médio nas universidades públicas e privadas mas principalmente com a aprovação e implantação a lei federal das cotas nas IFES. Nesta perspectiva, vimos que os resultados alcançados pelo PAAIS da Unicamp ao longo desse período estudado mostram-se com um índice baixo de todos os grupos que foram beneficiários do programa em especial os negros (pretos, pardos) e índios (PPIs) que acessaram a universidade. Desde 2003, quando o modelo foi adotado, o percentual variou entre o mínimo de 10,7% no primeiro ano e de 16% em 2005. No ano de 2014, apenas 17,81% de pretos, pardos e indígenas (PPIs) entraram na Unicamp devido a multiplicação de bônus do PAAIS no Vestibular Nacional Universitário (VNU) de 2014. Contudo, esses resultados devem ser vistos exclusivamente no contexto socio-histórico em que o PAAIS da UNICAMP foi pensado, formulado e aplicado no campo de acesso da universidade no Estado de São Paulo em especial na cidade de campinas e também no contexto nacional de Políticas de Ação Afirmativa Brasileiras implementadas nas IFES para poder compreender melhor este programa / Abstract: This program was established through deliberation of Academical Council of UNICAMP in 2004, this program intends to motivate witnesses her/it of students of low income originating from of schools of the public net of Brazilian medium teaching and using as one of the criteria '' black '' (blacks, brown) and indigenous. Through concession of points or bonus in the approved students' final note for the second phase of the proofs in the selective process of the university and also those of that group that if they identify as black (blacks, brown) and natives received an extra note beyond the from that bonus. The socket of this decision is justified that before there was an enormous lack of he/she witnesses of those groups of students in the degree courses offered by the university why a lot of times the Brazilian public opinion would appear that the students that arrived to enter in the public better universities Brazilian they are always those that came from family with better socioeconomic conditions of the Brazilian society. This situation would happen in the access field to this teaching section due to the high degree of the proofs that you/they are applied in the selective process of the public universities are federal, state or municipal to select their pictures of students to fill out the vacancies in their degree courses. When to the final results of this research, the analysis of data of PAAIS in this period revealed that the results of PAAIS of UNICAMP are quite shy in all the components so much in the universe of data of access of the university as in the national context in that the politics of affirmative action¿s especially the quotas racial or social are being applied in the access field to the Brazilian higher education in the coming students' of the public net of medium teaching benefits in the public and private universities but mainly with the approval and implantation the federal law of the quotas in IFES. In this perspective, we saw that the results reached by PAAIS of Unicamp throughout that studied period is shown with a low index of all of the groups that you/they were beneficiary of the program especially the blacks (blacks, brown) and Indians (PPIs) that accessed the university. Since 2003, when the model was adopted, the percentile varied among the minimum of 10, 7% in the first year and of 16% in 2005. In the year of 2014, only 17, 81% of blacks, brown and indigenous (PPIs) they entered in Unicamp due to multiplication of bonus of PAAIS in the Academical National College entrance exam (VNU) of 2014. However, those results should be seen exclusively in the partner-historical context in that PAAIS of UNICAMP was thought, formulated and applied in the field of access of the university in the State of São Paulo especially in the city of prairies and also in the national context of Politics of Affirmative Brazilian Action implemented in IFES to understand better this program / Mestrado / Ciencias Sociais na Educação / Mestre em Educação

Cette thèse se concentre sur trois aspects très différents de l'éducation mais qui affectent chacun la qualité de son offre. Dans le premier chapitre, nous étudions le comportement stratégique adopté à la fois par l'université et par les professeurs, afin pour les uns d'attirer les meilleurs universitaires et pour les autres d'accéder aux meilleures positions, en faisant un compromis entre salaires élevés, sécurité de l'emploi et possibilités de mobilité ascendante. Dans un deuxième chapitre, nous étudions comment la répartition des revenus dans les districts scolaires affecte la qualité des écoles publiques, par la voie des votes locaux et de la fiscalité. En effet, un district scolaire avec une polarisation de revenu plus élevée conduit à un vote pour une faible taxation et donc de plus basses dépenses pour l'école publique impliquant une moins bonne qualité de cette dernière. Enfin, dans un dernier chapitre, nous montrons que les attentes des garçons et des filles concernant leurs futures carrières ainsi que les antécédents scolaires sont façonnés par des stéréotypes de genre. Par exemple, le stéréotype selon lequel les hommes sont meilleurs en mathématiques crée un stéréotype négatif sur les aptitudes des filles en mathématiques. Les stéréotypes représentent l'explication principale dans les différences entre les garçons et les filles en matière de confiance en soi et ont des conséquences importantes sur les chemins qu'ils suivent tout au long de leur vie. / This thesis focuses on three very different aspects of education but which all affect in their way the quality of its provision.In the first chapter, we investigate the strategic behavior adopted by both the university and the professors, in order, for the first to attract the best academics, and for the second to access the best positions making a trade-off between high salaries, job security and upward mobility possibilities. We question the efficiency of such system in attracting, but also in keeping, the best academics. In a second chapter, we investigate how the income distribution of school districts affects the quality of public schools through the channel of local votes and taxation. In fact, an income polarized school district (more poor and rich at the expense of the middle class) leads to a vote for low taxation and thus low expenditure toward public school and a poorest quality of school. The mechanism being that the richest households send their children to private schools and thus are not concerned by public school quality while poorest households can not afford a too high taxation.Finally, in a last chapter we show how boys' and girls' career expectations and educational background are shaped by gender stereotypes. For instance, the stereotype that men are better at mathematics creates a negative stereotype on girls aptitudes in mathematics. Stereotypes represent the main explanation in boys and girls differences in self-confidence, and have important consequences on the paths they take throughout their lives.