DFPE - Departamento de Fundamentos e Políticas da Educação
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Article A socialização dos estudantes no Ensino Superior no entendimento docente(Universidade do Estado de Santa Catarina, 2024-04-01) Ferreira, Adir Luiz; Costa, Jennifer Juliana Barreto Bezerra; https://orcid.org/0000-0002-6102-9769The focus of this study is the student socialization in Higher Education in teacher understanding, as a significant social and intersubjective phenomenon in academic education. A qualitative methodology combining narrative content analysis and the theoretical inspiration of social phenomenology was used to interpret the reports. The contents were compiled from structured interviews conducted with university teachers from the Education Center of UFRN. University student socialization, in addition to being defined as a period of prolongation of the schooling of individuals until higher education, is understood as a daily process of internalization of norms, social interaction and belonging to social groups, on which the performance of teachers is crucial. However, teachers' understanding of student socialization coexists with an ambiguity: teachers respect and encourage socialization for cognitive purposes; but, at the same time, they are unaware of the reality of students' daily lives, and many distances themselves from ways of fostering affective and social academic socialization. At the same time, teachers and students are aware that they are not only solidary consociates in higher education, but also social actors and interactive educational agents. The importance of studies on socialization is that their findings could contribute to overcoming the phenomenological "invisibility" of students' common social life in the academic world. In addition to strengthening bonds of belonging and cognitive and affective meaning for teachers and students, an understanding of the quotidian characteristics of student socialization would provoke new inspirations for teaching methodologies that are also more critical, inclusive, sustainable, and participatoryArticle As marcas da sociologia de Bourdieu no Brasil: da chegada ao atual reconhecimento(Revista de Sociología de la Educación - RASE, 2022-05) Ferreira, Adir Luiz; https://orcid.org/0000-0002-6102-9769This study aims to analyze the trajectory of Pierre Bourdieu’s sociology in Brazil, from its intellectual reception to the current situation in the references in the scientific field. There were three periods: the time of its arrival, in the 1970s; the incomprehension and resistance, in the following decade; which followed, in the years 1980-1990, to its scientific recognition and academic consecration. More than three decades later, the continuity of its influence using its sociological concepts was investigated. The methodology used was content analysis of primary and secondary sources: the author’s own representative bibliography, published widely in Brazil, and writings of his main interlocutors in the country. To analyze the persistence of Bourdieu’s theory in the decade 2010-2020, a bibliometric study of references to his works and concepts in the areas of social sciences, education, humanities and communication was carried out. The information was compiled from the Portal de Periódicos da CAPES and the Biblioteca Digital de Teses e Dissertações. It was shown that, even though it is still concentrated in universities in São Paulo, we currently observe a decentralization of references to Bourdieu’s sociology to other states, in number of dissertations and theses. The indicators of scientific articles showed a small decrease in references to Bourdieu’s works and concepts, while the indicators of theses and dissertations indicated an increase. These results of scientific dissemination and post-graduation show that the academic influence and prestige of Bourdieu’s sociology remains remarkable in Brazil.Book Evasão no ensino superior: a socialização acadêmica interrompida no mundo universitário da UFRN(Famen, 2021) Ferreira, Adir Luiz; Fonseca, Franklandia Leite Moreira; https://orcid.org/0000-0002-6102-9769The underlying question of this study is the discussion about the causes of dropout in higher education, from the understanding of the daily life of academic socialization, considering the process of learning the knowledge of the course as inseparable from the experience of conviviality and support among the students themselves. With a qualitative approach, with an ethnographic and impressionistic inspiration, with elements from the author's sociobiography, research was done with students from the Chemistry, Physics and Statistics courses, belonging to the Exact and Earth Sciences Center, from the Federal University of Rio Grande do Norte. Perhaps one of our sociological findings was the phenomenological bases in the life of the university student to propose the concept of interrupted academic socialization. We consider, for this concept, that evasion generally does not happen by free choice of the student subject, but, on the contrary, it occurs by a progressive rupture with the academic and social conditions for continuity in their studies. We do not idealize the possibility of an academic context immune to dropout in higher education: due to the complexity of the subject, we recognize that there are no easy and precise ways to reduce dropout, with specific preventive treatments to the multiple causes of dropout in a naive and unrealistic institutional project. However, we consider it possible to develop strategies that decrease the rates of these occurrences in students' ives.Book Formas de enseñar y aprender en Educación Superior(Institut de Creativitat i Innovacions Educatives, 2021) Ferreira, Adir Luiz; Chaleta, Elisa; Llavador, José Beltrán; https://orcid.org/0000-0002-6102-9769Teaching and learning in the context of higher education is being shaped by similar phenomena around the world. All systems assume, in a more or less explicit way, the assumption of or less explicitly, the assumption of quality and all are dealing with a larger, more demanding, more diverse student body and, because of the urgency resulting from the pandemic, with the search for new technological possibilities while being aware of the unequal levels of familiarity of students in this domain. At the same time, agreements with governments are becoming more demanding where funding is paramount, and the expectations of students and employers about the suitability of graduates for the ever more global and rapidly changing workplaces are increasing.Article Socialização na universidade: quando apenas estudar não é o suficiente(2014) Ferreira, Adir LuizIn despite of the university expansion in Brazil an obstacle remains: the student obligation of mastering knowledge not achieved only by the cognitive learning. Ordinarily the academic survival depends on cognitive-social engagement in the construction of learning strategies and in the university socialization. This means a re-socialization with transformations in students’ lives bring changes on practices, languages, ideologies and mind structures. The democratic possibilities of superior education stresseditself between three dimensions: university socialization, learning projects and professional future projects. Nevertheless, the universities remain oriented by the traditional academic results and unaware of the conditions of students’ socialization