Relationship with knowledge: a study with university students entering a private institution

Abstract

This article presents results of an investigation that sought to understand the relationship with academic knowledge of university students from a private institution of higher education. The research field was AGES University Center (UniAGES) located in the state of Bahia. The research subjects were 170 first and second period students who entered higher education through the aid of government programs, such as the Student Financing Fund (Fies) and the University for All Program (ProUni) and even the one implemented by the Institution, the Reception Program (ProVIDA). Data collection was carried out from the balance of knowledge, an instrument proposed by Bernard Charlot that consists of the process of producing a text about the subject’s learning. First, the article presents the theoretical axes, followed by the analysis of the learning evoked by the students, after it is discussed with whom the students say they have learned, the preponderance of intellectual and academic learning and, finally, the projects they elaborate for the future. It is concluded that the relationship with the knowledge of the research subjects is linked to the valuation of intellectual and academic learning as a promise of a better life. It is the element of mobilization to enter the university and, aiming at the insertion in the job market in a specialized society, it is not uncommon the preponderance presented for the type of learning strongly indicated.