Sofrimento ético-político e dialética inclusão/exclusão nas vivências de bolsistas PROUNI

Abstract

This study focuses on the academic trajectory of students entering higher education through ProUni, employing a perspective that combines Brazilian social psychology and the dialogicity of discourse. The general objective is to describe possible relationships between ethical-political suffering and the dialectic of inclusion and exclusion in the experiences of ProUni university scholarship students from the perspective of Brazilian social psychology. The specific objectives include: presenting the dynamics of the dialectic of inclusion and exclusion from the perspective of Latin American social psychology; conceptualizing ethical-political suffering from the perspective of Brazilian social psychology; and characterizing the ProUni program, identifying its psychosocial and educational repercussions in the Brazilian context. The literature review was structured to address the proposed specific objectives. The qualitative and exploratory research utilized publications from the blog Coletivo Da Ponte Pra Cá, which documents the experiences of ProUni scholarship students at the Pontifical Catholic University of São Paulo (PUC-SP). The selected discursive sequences were organized in a table and interpreted using Mikhail Bakhtin's critical discourse analysis. The results and discussion are organized into three thematic axes: Beyond the Classroom, Divergent Voices: ProUni and the Tension Between Market and Inclusion, and The Meaning of Being a ProUni Student. The findings reveal tensions between institutional promises of inclusion and realities of exclusion, manifesting at both material and symbolic levels, with affective and subjective impacts on students. These tensions emerge in the university setting but do not originate there; they reflect and refract the prevailing sociopolitical and cultural structure. The experiences reported by the scholarship students indicate a dialectic in which they are included in the educational system but marginalized within the university environment. The accounts highlight discrimination, insecurity, and economic difficulties, materializing the concept of ethical-political suffering, which links social exclusion to the loss of individuals? potency and autonomy. The study concludes that effective inclusion requires not only access to higher education but also ensuring permanence, considering the affective and subjective dimensions in the formulation of inclusion policies. From a dialectical materialist perspective, the work proposes reflections on the role of psychologists in promoting social justice, emphasizing the importance of interventions that address both the structural conditions affecting students' trajectories and the subjective impacts of these inequalities. It suggests strategies that go beyond the compensatory nature of inclusion policies, integrating approaches that foster students? protagonism and autonomy in the educational context. [resumo fornecido pelo autor]