PUBLIC POLICIES, RURAL YOUTH AND ACADEMIC CAREER

Abstract

This study investigates how rural students in the Pedagogy course at the State University of Feira de Santana (UEFS) experience educational policies from Basic Education to Higher Education. Using a qualitative and quantitative, bibliographical and exploratory approach, it applies questionnaires to students. Part of the project “[eliminated for peer review purposes]” shows that, despite quota policies, the permanence of these students is crossed by structural, pedagogical and financial challenges. Furthermore, academic overload is intertwined with family expectations, intensifying socio-emotional pressures. As a result, a profile of young working-class students from families with access to social policies was identified, who followed a precarious schooling process, often being the first in the family to access higher education. It is concluded that these young people see Higher Education as a vector for professional advancement, but face the complex conciliation between financial vulnerabilities and institutional demands, signaling contradictions intrinsic to student assistance policies. Furthermore, attention is drawn to actions within universities, the State and society to consider these contradictions and possible ways to overcome youth problems.