Interpelação, subjetivação e resistência: negociações em torno da vulnerabilidade socioeconômica na política de assistência estudantil na Universidade Federal de Campina Grande.

Abstract

In the last two decades, at the same time that the student assistance policy has experienced an expansion of coverage and instruments through Decree No. 7,234/2010, it has also suffered from a shortage of resources. To this end, the IFES, seeking to reconcile the available resources with the demands, have been appropriating the concept of socioeconomic vulnerability used by the National Social Assistance Policy (PNAS) to build new instruments, indices and tools that make it possible to classify the “most vulnerable” candidates. As a way of identifying the aggravating factors of socioeconomic vulnerability and recruiting the “most vulnerable” subjects, at least 14 of the 69 federal universities in the country by 2020, such as the Federal University of Campina Grande (UFCG), have adopted the family report instrument. This is constituted as a technical-operative instrument of interpellation that summons students to pronounce themselves through a narrative about their socioeconomic situation. Thus, this research aimed to analyze the resistance of students applying to student assistance programs to the mode of subjectivation proposed by the interpellation of the Pro-Rectory of Community Affairs (PRAC), the agency responsible for policy at the Federal University of Campina Grande. From the analysis of the narratives presented by these students in their family reports, we seek to reveal how the candidates interpret the institutional conception of socioeconomic vulnerability and reframe it based on their social experiences of deprivation and suffering, especially after admission to higher education. The methodology consisted of the discursive textual analysis of 574 family reports referring to students who applied for student assistance programs in the 2020.1 semester, seeking to produce new understandings and interpretations about the students' narratives about the central and transversal axes composed of family and income. With the research it was possible to observe: a resistance to include the family as an element of socioeconomic vulnerability, using a little detailed narrative or a rhetorical euphemism; a moral dilemma between studying or working to help the family; an unpredictability of not knowing for sure if he will be able to stay and complete higher education; and the presentation of a narrative of socioeconomic vulnerability focused on an economic and moral dimension of the need to contribute to the family income.