A inserção do masculino no curso de Pedagogia da UFSM e as políticas públicas: um olhar sobre

Abstract

The UFSM‟S Pedagogy course has presented a majority of women as students historically. This works presents thinking of men‟s insertion in this course between 1974 and 2011. The study‟s main goal was analyze and thinking about the men‟s insertion in the UFSM‟S Pedagogy course. The work emphasizes the insertion‟s history, it is discussed about the pathway followed by men, who faced prejudices and difficulties. A descriptive research characterized as case study, with qualitative and quantitative analyses were made in order to answer the given questions. Some data were provided by DERCA, which is a department of the university responsible for enrollment, as well as structured questionnaires were applied and analyzed. Thus, throughout the searched data, the initial freshmen number was stocktaking, as well as the graduated number during the period of 1974 up 2011. To sustain this study some previous works were visited as: Louro (1997), Abreu (2006), Estevão (2001), Ferreira (2009) and Gadotti (2009) relevant works. In this way, it was possible to conclude that initial freshmen number in the course is higher than the graduated number, a relevant number of students gives the course up. This abandon number might be related to the social models that do not accept men in this work position.