Socio-academic profile of quota students in the Physical Education Teacher Training at the Federal University of Rio de Janeiro

Abstract

This research is part of the field of study regarding Brazilian public policies on affirmative action in higher education, in particular, those addressing the quota system and student assistance. The present study sought to analyze the socio-academic profile of quota students with insufficient performance in the Physical Education Teacher Training course at the Federal University of Rio de Janeiro. A qualitative methodological approach of the exploratory type was employed, as well as documentary analysis of data referring to the UFRJ Undergraduate Access website, the information from the Integrated Academic Management System, and the assistance from the Academic Guidance and Monitoring Committee of 26 out of a total of 697 quota students admitted between the first half of 2011 and the first half of 2019. The results demonstrate how certain social markers of difference (gender, color/race, and socioeconomic) impacted the performance of quota students, future teachers in Physical Education. It was possible to conclude how student permanence actions can guarantee a facilitating role in performance at the university level and, consequently, the training of Physical Education teachers who historically tend to be deprived of their fundamental rights during their trajectories or social insertions.