PROUNI : um programa de inclusão social e suas contradições

Abstract

This dissertation discusses the social inclusion theme sponsored by University Program for All-PROUNI, inserted a study in the field of higher education policies. Was part of the search path the understanding of the economic, political and social, that, throughout history, influenced the discourse of social exclusion and social inclusion expressed in education policy in question. Established by Law 11,096, approved on January 13, 2005, PROUNI is a program that provides full and partial scholarships at private institutions of higher education or non-profit purpose, for students coming from public schools or private schools provided Full scholarship. In counterpart, Higher Education Institutions who adhere to the program receive tax exemption for the following taxes during the term of accession: Income Tax of Legal Entities; Social Contribution on Net Income, Contribution to Social Security Financing Social Contribution for the Social Integration Program, proportional to the number of scholarships occupied. The overall goal of the research is to analyze the contradictions of PROUNI as social inclusion program. With the theoretical and methodological basis of the research based on historical and dialectical materialism became the analysis of documents dealing with higher education, as well as the PROUNI, lifting of productions on the program, interviews with scholars and agents inclusion of IES that was the locus of research. The collection of data sought to answer the hypothesis that PROUNI refers to a social inclusion program, the functional system, as it does not interfere in the logic. The interviews reveal that the commodity fetish higher education awakens in individuals as a result of the spread of the ideology of the ruling class, whose pillars meritocracy, individualism, market-oriented education and uncritical preservation system. The PROUNI is perceived as a policy of inclusion, because the program is seen by scholars as the only opportunity to enter higher education and thereby enhancing their employability, as they are part of a university education and classroom. Moreover, attribute the fact to be received merit scholarships and the number of unoccupied complacency and misinformation to those not applying for scholarships. We conclude that the exclusion and inclusion are two sides of the same coin, are contrary to articulate because there is only inclusion policy are excluded because the system is based on inequality and exploitation. Moreover, educational policy aiming at human emancipation is one that offers equal opportunity to access university education primarily public, free and quality.