Perfil socioeconômico dos estudantes ingressantes por sorteio na Educação Profissional e Tecnológica no campus São Vicente do Sul

Abstract

This research was developed within the Graduate Program in Professional and Technological Education, area of concentration Professional and Technological Education, Line 2: Organization and Memories of Pedagogical Spaces in Professional and Technological Education (EPT), in the ProfEPT Master’s Program. It is part of Macroproject 6 – Organization of pedagogical spaces in EPT. The study aimed to investigate the admission processes of students enrolled in Integrated Technical Professional Education at the Secondary Level at the Instituto Federal Farroupilha – São Vicente do Sul Campus. The research sought to understand how access mechanisms, particularly the lottery-based admission model adopted in 2021 and 2022 due to the Covid-19 pandemic, contribute or fail to contribute to the inclusion of students in situations of socioeconomic vulnerability, considering the historical duality of Brazilian education. The study adopted a qualitative approach, involving the collection and analysis of data from the Academic Records Coordination, the Basic Education School Census (Educacenso), the National System of Information on Professional and Technological Education (SISTEC), and admission notices covering the period from 2019 to 2024. Data were analyzed using simple descriptive statistical procedures, enabling comparisons between the socioeconomic profiles of admitted students before and during the adoption of the lottery system. The results indicate that the lottery-based admission model, by itself, does not guarantee greater inclusion of students in situations of socioeconomic vulnerability, contrary to the initial expectations of the research. Based on this finding, an educational product was developed in the form of an explanatory and reflective folder aimed at managers, teachers, and administrative staff in education, with the purpose of fostering institutional debates on access, student retention, and equity in Professional and Technological Education. It is expected that this material will contribute to critical reflection and to the strengthening of policies that effectively expand educational opportunities, in line with the mission of the Instituto Federal Farroupilha to provide free, public, inclusive, and high-quality education. The material was validated by the three institutional segments and received positive evaluations regarding its applicability, clarity, and relevance. It is concluded that, although there are institutional efforts to promote student retention and academic success, coordinated actions are necessary to make these policies more effective and sustainable, fostering an institutional culture committed to inclusion, equity, and social transformation within the context of Professional and Technological Education.