MEANINGS OF PROFESSIONAL TRAINING FOR STUDENTS BENEFITING FROM AFFIRMATIVE ACTION POLICIES FOR ACCESS TO HIGHER EDUCATION

Abstract

Based on the theoretical-methodological foundations of Cultural-Historical Psychology, this study explored the personal meanings of professional training for health course students in private institutions in Curitiba, who are beneficiaries of programs such as Prouni and Fies. Within a context of expanding affirmative action policies, the research aimed to analyze how these young individuals, often in situations of socioeconomic vulnerability, experience their educational trajectory. Individual interviews and a discussion group were conducted, identifying zones of meaning production related to the social situation of development (family nucleus, financial support conditions, and relationship with work), professional choices and projection for the world of work, difficulties in relation to higher education, and elements that facilitate permanence in the course. Analysis of these zones highlights several key points: family support and work for subsistence are crucial for maintaining enrollment in higher education; scholarships are a determining factor for access but are insufficient to guarantee permanence in the course due to economic difficulties and the overload of balancing work and study; and the value of family support and relationships with colleagues and professors are identified as facilitators for permanence. While scholarships fulfill their role in providing access, there's a clear need to enhance public policies for youth. This enhancement would boost social inclusion, aiming for a professional development experience that promotes self-realization and expands awareness of the collective dimension of life's production through work.