O êxito escolar e acadêmico de sujeitos de origem social popular: casos de docentes do Curso de Pedagogia do Centro de Formação de Professores da Universidade Federal de Campina Grande.

Abstract

We sought to analyze in this study, relevant aspects about the academic and academic success of teachers who experienced situations of social, economic and cultural adversity, the challenges encountered in the process of schooling and higher education, and the factors that enabled the success of these subjects. Thus, we adopted as main theme the success of teachers coming from popular social classes. Our main objective was to understand the reasons that explain the educational and academic success of subjects from popular social classes who were doctors and teachers of the Pedagogy Course of the Federal University of Campina Grande. In this sense, we seek to analyze the relationship between educational performance and social origin, as well as the aspects that directly influenced the educational path of the student and its development as a student. In order to reach the proposed objective, we established as research problem the following question: How the subjects of popular social classes, under unfavorable conditions to schooling, managed to reach the undergraduate, postgraduate, obtained the title of doctor and were constituted as teachers the university students? For the understanding of our research problem and for the materialization of this study, we are theoretically based on authors with Bourdieu (2013, 2014); Charlot (2011); Lahire (1997); Althusser (1970); Azevedo (2010); Fernandes (2003); Gadotti (2013); Xypas (2014, 2017), among others. Regarding the methodology, we developed a research with qualitative approach, carried out through a field study and with expiratory and descriptive dimensions. We used as a data collection instrument the individual interview in semi-structured mode. To analyze the collected data we use Content Analysis from the perspective of Bardin (1977). From the research conducted and through the data analyzed, we found that there are several factors that contributed to the success of the research subjects, in which we should consider the possible social and family relations, as well as personal mobilization and relationships with the educational system, as variables that can form a school path conducive to success. Thus, it was possible to perceive principles that influence the path and educational development of young people who make up the popular social classes who do not have the same privileges, opportunities and educational facilities as young people from the most privileged social classes.