Ensino noturno: uma análise do curso de Licenciatura Plena em Pedagogia da UNIFESSPA em Marabá

Abstract

In order to serve the less favored classes of society, night schooling becomes the only possible way to reconcile work and education, including in higher education, which has registered huge enrollment rates at night. It is problematized, therefore, if the growing demand for places offered in the night period for access to higher education, highlighting the process of democratization of education, is in fact a policy of social inclusion for the working class in the face of the demands of the student worker. The research seeks to analyze the course of full licentiate degree in Pedagogy at night at the Universidade do Sul e Sudeste do Pará - UNIFESSPA and the Specificities of the Student Worker. In terms of theoretical-methodological aspects, it is a participatory research of a qualitative nature and, initially, as a procedure for data collection, a bibliographic research was carried out based on the central themes that composed the present analysis, namely: work and education based on the writings of Marx (2012), Carmo (1992), Smith (1985) and Saviani (2007). Night teaching and the trajectory of higher education are examined, according to Furlani (1998) and Freitag (1987), among others. Night teaching and the trajectory of higher education are examined, according to Furlani (1998) and Freitag (1987), among others. The Theory of Human Capital, as well as factors related to the Unproductive School and Social Reproduction, is based on the works of Frigotto (2010) and Bourdieu (2009), respectively. The documentation referring to the Course, the dimensions of the PPC, as well as the demands of the worker-student during the night period are analyzed. The research shows that only offering the course at night does not result in solutions that involve working students, since the relationship offer, admission, permanence, integralization and completion are not positively related. It appears that the Institution, and consequently the Faculty of Education, in conscious actions, become unproductive to student workers, becoming productive to the interests of the classist State, in an evident reflection of the "Unproductive School". In this sense, it is necessary to find more adequate ways to propose the Licentiate Degree in Pedagogy (nocturnal) at Unifesspa. A course proposal that recognizes the diversity of demands, which can be considered inclusive as a public educational policy for the democratization of access for the working class, represented by the student worker who arrives at the University.