Higher Education students and relation to knowledge

This book presents researches performed with higher education students, from the theoretical perspective of the theory of relation to knowledge proposed by Bernard Charlot. Higher education contexts are diverse: five of the chapters present data from three surveys with university students in one community college in the state of Minas Gerais - Brazil; and one addressed students of a distance education of a public university in the same state. The surveys were conducted in courses of different areas of knowledge. Thus, two chapters refer to the number of students of an university, covering the areas of humanities, life sciences and exact sciences; two chapters present data of students of major courses, a chapter refers exclusively to students of Faculty of Education and, the other, students of two courses of the computing area. In all six presented researches, the aspects previously identified in the theory of relation to knowledge proved to be relevant: issues such as desire and pleasure in learning, family relationships, and the identity perceptions were necessary for the understanding of the relation to knowledge, as far as questions relating to the condition of social origin.

Maria Celeste R F de Souza-PhD in Education - Federal University of Minas Gerais (UFMG). Post-Doctoral student in Education - Federal University of Sergipe Maria Gabriela P Bicalho-PhD in Education from UFMG. Postdoctoral in Education - Federal University of Sergipe.