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EnglishThis study aims to understand the academic trajectory of lower-class students in the course of Electrical Engineering, created in the context of university expansion. In theoretical terms, the research is based on the concepts of habitus and dispositions, in the perspectives presented by Bourdieu and Lahire; in the notions of integration and university affiliation, made, respectively, by Tinto and Coulon and in the studies about unlikely school trajectories. Out of 99 students, nine were identified as belonging to the lower classes, out of these nine students, eight participated in the third phase of the research, the construction of the “sociological portraits” intended to understand which dispositions and types of behavior of these subjects provided conditions for entry as well as the integration and affiliation to higher education. The increase of places together with the reformulation of the selection processes for university admission are structural issues that benefitted these students to be admitted in a course considered of high social prestige. However, the absence of academic restructuring to welcome students from different social backgrounds turns out to be a contrary factor to the real democratization of higher education. In addition, completing basic education, even though has allowed access to the college, seems not to have provided students with the skills, abilities and knowledge required to affiliation to higher education. Therefore, structural school issues, occurring in basic education, stand as an obstacle to college success. Thus, rational pedagogy and the pedagogy of affiliation, formulated by Bourdieu and Coulon, respectively, seem to point to a university restructuring process in an inclusive perspective. portuguesEste trabalho objetiva compreender a trajetoria academica de estudantes de camadas populares, no curso de engenharia eletrica, criado no contexto de expansao universitaria. Em termos teoricos, a pesquisa se apoia nos conceitos de habitus e disposicoes, nas perspectivas apresentadas por Bourdieu e Lahire; nas nocoes de integracao e afiliacao universitaria, formuladas, respectivamente, por Tinto e Coulon e nos estudos sobre trajetorias escolares improvaveis. Em um total de 99 estudantes, foram identificados nove como pertencentes as camadas populares, dos quais oito participaram da construcao dos retratos sociologicos que buscou compreender quais disposicoes e tipos de comportamentos foram condicionantes para o ingresso e para o processo de integracao e afiliacao ao ensino superior. A expansao de vagas bem como a reformulacao dos processos seletivos para ingresso na instituicao sao questoes estruturais que favoreceram a chegada desses estudantes em um curso considerado de alto prestigio social. Entretanto, a ausencia de uma restruturacao academica capaz de acolher estudantes de diferentes origens sociais se mostra como fator contrario a democratizacao real do ensino superior. Alem disso, a conclusao da educacao basica, embora tenha permitido o acesso ao curso, parece nao ter dotado os estudantes de competencias, habilidades e conhecimentos necessarios a afiliacao ao ensino superior. Portanto, questoes escolares estruturais, originarias ainda na educacao basica, se colocam como um obstaculo para o sucesso universitario. Nesse sentido, a pedagogia racional bem como a pedagogia da afiliacao parecem apontar para uma reestruturacao universitaria, em uma perspectiva inclusiva.

Limites para afiliação à vida acadêmica de estudantes de camadas populares no contexto de expansão universitária