Quando os capitais econômico e cultural condicionam as trajetórias acadêmicas: estudo de caso na Universidade Federal do Rio Grande.

Abstract

Since the second half of the twentieth century, mainly education has been propagated as a way to boost social development, allowing a good chance of upward mobility for individuals. Since the last decades of this century, it has been noted that the initial social inequalities translate into differential probabilities of access to that education and eventually establish meaningful differences in the quality of education received by each portion of the population, so that the better the social position of origin, the better and longer tends to be the education received. In this line of reasoning, it is proposed here a case study at the Federal University of Rio Grande - FURG through statistical analysis, especially through multiple correspondence analysis of socioeconomic data for more than 27,000 applicants for this institution in the years 2007 and 2008. This work was inspired by the sociology of Bourdieu's education, seeking above all to see how economic capital and cultural capital tend to influence the academic trajectory of those evaluated, from their course of choice to their potential conclusion (or evasion), including the academic performance of these students. It was concluded that the volume of economic and cultural capitals is directly related to the academic trajectory of the students, and the most popular courses tend to attract more students of better performance, while the opposite happens in the less popular ones.