COTAS E DESEMPENHO ACADÊMICO: UMA ANÁLISE QUANTITATIVA SOBRE O CURSO DE PEDAGOGIA DA UFBA

Resumen

This study aims to investigate the socioeconomic profile and academic performance of quota students and non-quota students between 2005 and 2013 in the Pedagogy course of the Universidade Federal da Bahia (UFBA); totaling a group of 194 graduates. The research was carried out on the basis of the university database, provided by the Pró-Reitoria de Ensino de Graduação (PROGRAD), which covers all variables analyzed, and in particular, the theoretical contribution of Delcele Queiroz (2001) and Lordêlo and Verhine (2001). Statistical analyzes were performed in IBM SPSS Statistics software, performing tests on the academic performance indicators. As a result, it was found that the course is composed expressively by female students, predominantly young, brown and black, from the public school system and with a monthly family income between one and five minimum wages. In addition, it was verified that during the graduation of Pedagogy, the Faculdade de Educação has managed to promote equity in the performance of the two student categories. Those assisted by the Affirmative Action Policy, at the end of the upper course, overcome the income dissimilarities found in the university entrance examination, evidencing, even, a higher academic achievement than the candidates of the wide competition.