PROCESSES OF INDIVIDUALIZATION IN TEACHING: CONTRIBUTIONS OF THE "UNIVERSITY FOR ALL" PROGRAM TO THE DEMOCRATIZATION OF HIGHER EDUCATION

Abstract

This study analyzes the *Universidade para Todos* (UPT) Program as an educational public policy aimed at democratizing access to higher education in the State of Bahia, discussing the importance of processes of singularization in the formation of teaching practice. The research is qualitative, bibliographic, and documentary in nature, employing cartography as a theoretical-methodological analytical perspective. The theoretical framework draws on the contributions of Paulo Freire, Gilles Deleuze, and Félix Guattari, linking education, public policy, and processes of singularization. The results show that the UPT expands opportunities for public school students to access higher education, strengthens social inclusion, and contributes to initial teacher training through the work of student tutors. The analysis demonstrates that the program's effectiveness depends not only on its organizational structure but also on the teaching practices generated during interactions among teachers, tutors, and students, thereby establishing unique ways of teaching and learning. The study concludes that the UPT goes beyond the role of a preparatory course, functioning instead as a public policy that fosters inclusion, a sense of belonging, human development, and the strengthening of public education.