Influência dos fatores socioeconômicos familiares na escolha dos cursos de nível superior para os ingressos na UDESC em 2018

Abstract

The theory of human capital postulates that investment in education is based on its return in terms of future salary compared to the cost of education. Heterogeneous costs and returns due to different skills, family preferences or differences in local markets can lead to different investment decisions between families. In the educational decision model it is understood that there is a central mechanism of risk aversion, in which the young person and his family decide to acquire a certain educational level based on their social class and the purchasing power of the family itself. However, in situations where socioeconomic difficulties affect low qualification, the state should act as an intervener, offering quality education free of charge. Given this scenario, the UDESC presented itself as a strong propeller of investment in human capital in the various regional microeconomies of the State of Santa Catarina. Thus, the objective of the present research was to investigate the influence of family socioeconomic factors on the graduation process offered by the State University of Santa Catarina for the year 2018. To test and empirically verify the relevance of these socioeconomic variables on the possibilities of the undergraduate courses, an econometric exercise was performed based on the Generalized Linear Model. The results found in the regression were in agreement with the theory and indicated that the socioeconomic factors showed a significant influence on the choice. Tickets that had characteristics such as high school in private school, attending a preparatory course for the university entrance examination, not working, belonging to the economic class with gross family income above 10 minimum wages and having a father with a high level of schooling have a greater possibility of joining a course with a higher candidate / vacancy rate. Ingressors or postulants to a course of higher education with such characteristics have a greater power of choice, in front of those who have, statistically, a lower probability of joining the concurrent courses. However, race / black / brown color academics presented a positive statistic for entry to the most popular courses due to a university's own policy of setting separate quotas for these groups. Other measures can still be sponsored by the university to ensure greater universalization of access to higher education courses, such as: free pre-university courses for low-income students, promotion of institutional marketing in public schools, and greater coverage of financial aid to students in student vulnerability.