Trilhas e ilhas do processo seletivo para acesso ao ensino superior: retomando o debate da inclusão

Abstract

It deals with the public policies of access to higher education, specifically of actions that prepare students to compete for positions in public universities. It presents mechanisms to minimize the process of exclusion that the low-income population, in terms of access, permanence and success in the university, pass through. It discusses the contribution of the Pre-Calorie Project of the University of the State of Amazonas to this context of inclusion, since this project aims to provide opportunities for high school students and those who have already completed it, especially those who do not have the means to pay for studies At the pre-college level, not excluding people with special needs, the real condition of competing for vacancies in public universities, aiming at successful selection processes for admission to higher-level public courses. The methodology of article construction involved bibliographical and documentary research, presenting brief considerations about the political and historical-cultural scenario of Brazilian education, more precisely, the challenges posed to public universities that implement alternatives for an inclusive education, disaggregated by practices essentially based on the Materialization of an increasingly segregated society project. The methodology of the project, in progress, is made explicit throughout the article. The partial results point to the recognition of the role and limits of information and communication technologies (ICTs) in order to expand the attendance of this public, graduates and high school students, potential university students. The limited spaces of the supporting texts and the test, TV and radio batteries offered by the Project can and should be strengthened, broadening the Project's performance in terms of effective contribution to education, avoiding being configured as a mere preparatory to competitions. The greater concern with the process and not only with the Project's product, presupposes movements between understanding and proposing, from a more interdisciplinary approach of the interrelation between development and education, to ways of being and doing in the university and in the school.