| dc.description.abstract | The study presented in this thesis aimed to understand , through the speeches of the students, the processes of subjectification of students , said on condition of social vulnerability in a context of production of meanings and meanings related to student assistance policies between 2009 and 2013 ; examine whether there is a relationship between the benefits of policies to support and retain its fellows Work Initiation in schooling ; understand how these subjects are constituted through power relations that traverse ; and analyze how students experience the school environment from its place on the market condition . As a backdrop to this analysis, we chose the policy of student assistance from the Federal Institute of Piauí - Teresina Central Campus, understood based on the National Student Assistance Plan (PNAES). The empirical material was collected through questionnaires and subsequently recorded and transcribed interviews with students entered into the Scholarship Program Work Initiation, as well as the Federal Institute of servers Piauí - Teresina Central Campus, the time frame 2009/2013. Research shows approaches to the field of Cultural History, by theorists such as Jacques Le Goff and Peter Burke, and also draws on Michel Foucault. The analysis of the research material obtained showed that: a) The assistance policies relate directly to students staying in school, but are not the dominant factor; b) Fellows students experience the school environment as an extension of their homes as a place of work, study, and spend some more time in school than with their families; c) Power relations are asymmetric and based on discipline, hierarchy and separation; d) During the analysis of the narratives of the stock process , you realize that there is a tension between the official discourse and the discourse of students. | en |
