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Os Estudantes dos PALOP, nas Licenciaturas e Mestrados Integrados da Universidade Nova de Lisboa (2016/2017 a 2021/2022): género, nacionalidade e sucesso escolar
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Das diversas questões concitadas por este fenómeno despontam as do perfil desta população e da sua inclusão no sistema, nomeadamente a de examinar em que medida estamos ou não confrontados com uma frente na qual as desigualdades escolares assumem formas e intensidades significativas. O presente estudo pretende dar conta do universo dos estudantes PALOP, no 1º Ciclo de Estudos da Universidade Nova de Lisboa (incluindo os mestrados integrados), nas suas diferentes unidades orgânicas, entre os anos letivos de 2016/2017 e 2021/2022, mapeando as diferenças de género e de nacionalidade existentes, e conferindo especial relevância aos aspetos que nos remetem para a documentação dos seus níveis de (in)sucesso escolar, procurando elencar alguns dos aspetos que contribuem para explicar essas dinâmicas. Recorre-se, para o efeito, à análise de dados quantitativos provenientes de fontes secundárias, nomeadamente da Direção-Geral de Estatísticas da Educação e Ciência (DGEEC). Se é um facto que a inclusão escolar dos alunos dos PALOP se tem vindo a tornar, de forma gradativa, um objeto de estudo premente no que concerne ao panorama académico em Portugal, apresentando-se o conhecimento decorrente destas investigações progressivamente mais relevante para as dinâmicas de internacionalização do ensino superior português, é um facto que novos desafios se vieram a colocar nos anos mais recentes, em resultado do crescimento demográfico vertiginoso daquela população estudantil e também da alteração de algumas das suas características relevantes. Com efeito, segundo dados extraídos das bases de dados da DGEEC, no ano letivo de 2021/2022, encontravam-se inscritos no Ensino Superior Português, vinte mil e cinquenta e seis (20056) estudantes provenientes de Países Africanos de Língua Oficial Portuguesa (PALOP) – o que corresponde a mais do dobro do número registado no ano letivo de 2016/2017. O estudo pretende assim contribuir para ajudar a superar o hiato que se verifica entre, por um lado, a grandeza deste crescimento, e, por outro, o conhecimento desta população, bem como a resposta às suas necessidades específicas por parte das instâncias académicas e políticas.
The various questions raised by this phenomenon include those regarding the profile of this population and their inclusion in the system, namely examining to what extent we are facing a front in which school inequalities take on significant forms and intensities. The present study aims to account for the universe of PALOP students, in the 1st Cycle of Studies at NOVA University Lisbon (including integrated master's degrees), in its different organic units, between the academic years of 2016/2017 and 2021/2022, mapping the existing gender and nationality differences, and giving special relevance to the aspects that refer us to the documentation of their levels of academic (in)success, seeking to list some of the aspects that contribute to explaining these dynamics. For this purpose, quantitative data analysis is used from secondary sources, namely from the General Directorate of Education and Science Statistics (DGEEC). If it’s a fact that the educational inclusion of PALOP students has gradually become an object of pressing study with regard to the academic panorama in Portugal, with the knowledge resulting from these investigations becoming progressively more relevant to the dynamics of internationalisation of Portuguese higher education, it is a fact that new challenges have arisen in recent years, as a result of the vertiginoys demographic growth of that student population and also the change in some of its relevant characteristics. In fact, according to data extracted from the DGEEC databases, in the 2021/2022 academic year, twenty thousand and fifty-six (20056) students from Portuguese-speaking African Countries (PALOP) were enrolled in Portuguese Higher Education – which corresponds to more than double the number recorded in the 2016/2017 academic year. The study thus aims to contribute to helping to overcome the gap that exists between, on the one hand, the magnitude of this growth, and, on the other, the knowledge of this population, as well as the response to their specific needs by academic and political bodies.
The various questions raised by this phenomenon include those regarding the profile of this population and their inclusion in the system, namely examining to what extent we are facing a front in which school inequalities take on significant forms and intensities. The present study aims to account for the universe of PALOP students, in the 1st Cycle of Studies at NOVA University Lisbon (including integrated master's degrees), in its different organic units, between the academic years of 2016/2017 and 2021/2022, mapping the existing gender and nationality differences, and giving special relevance to the aspects that refer us to the documentation of their levels of academic (in)success, seeking to list some of the aspects that contribute to explaining these dynamics. For this purpose, quantitative data analysis is used from secondary sources, namely from the General Directorate of Education and Science Statistics (DGEEC). If it’s a fact that the educational inclusion of PALOP students has gradually become an object of pressing study with regard to the academic panorama in Portugal, with the knowledge resulting from these investigations becoming progressively more relevant to the dynamics of internationalisation of Portuguese higher education, it is a fact that new challenges have arisen in recent years, as a result of the vertiginoys demographic growth of that student population and also the change in some of its relevant characteristics. In fact, according to data extracted from the DGEEC databases, in the 2021/2022 academic year, twenty thousand and fifty-six (20056) students from Portuguese-speaking African Countries (PALOP) were enrolled in Portuguese Higher Education – which corresponds to more than double the number recorded in the 2016/2017 academic year. The study thus aims to contribute to helping to overcome the gap that exists between, on the one hand, the magnitude of this growth, and, on the other, the knowledge of this population, as well as the response to their specific needs by academic and political bodies.
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Países Africanos de Língua Oficial Portuguesa 1º ciclo de estudos do ensino superior Universidade Nova de Lisboa Inclusão escolar Portuguese-speaking African Countries 1st cycle of higher education NOVA University Lisbon School inclusion