Trajetórias de estudantes e de egressos dos cursos graduação no Brasil: uma abordagem longitudinal a partir de dados administrativos

Abstract

The Brazilian higher education system has expanded and diversified intensively since the 1990s, incorporating new student profiles. Vocational and academic courses, traditional and online programs, are offered in public and private institutions. After the 2000s, affirmative action policies, in the public sector, and scholarships and student credit, in the private sector, allowed the access of individuals with disadvantaged social origins. Despite these inclusive features of recent expansion, access to and permanence in the Brazilian higher education is still marked by profound social inequalities. These inequalities occur inside and outside the education system, both in the probabilities of access and permanence in undergraduate courses, as well as, after graduation, in occupations and wages that graduates obtain in the labor market. The main goal of this dissertation is to contribute to the understanding of how existing inequalities between courses and institutions of higher education influence the educational and occupational trajectories of Brazilian students from different social backgrounds. To achieve this goal, several datasets produced by the Brazilian National Institute of Educational Research (Inep) and by the Ministry of Labor and Welfare (MTP) are analyzed. These datasets allow us to follow Brazilian undergraduate students from their first year in undergraduate courses to their subsequent trajectory in the formal job market. They also make it possible to characterize higher education courses and institutions, identifying how the influence of these characteristics contribute to mediate the effect of students' social origins on the probabilities of permanence and completion in undergraduate courses, and, subsequently, their placement in the formal job market.