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The trajectory of a Goiano student highlights access to higher education after years of balancing study and work in a context of structural limitations, with repercussions among low-income candidates seeking entry into highly competitive courses in the country.
Maicon Rainan de Almeida Silva, a resident of Goiânia, secured a spot in Medicine at Unigranrio University in Duque de Caxias after years of balancing study and work with long hours that started before dawn and extended until late at night.
At 27 years old, he achieved his goal through the Student Financing Fund, after maintaining a routine marked by constant commuting, extensive working hours, and few hours of rest, within a context of prolonged preparation for highly competitive courses.
In this context, the trajectory gained visibility for bringing together factors frequently analyzed in studies on access to higher education, such as socioeconomic background, education in public schools, and the need to balance work with study during preparation.
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These elements help to dimension the conditions faced by some candidates, especially those from the public school system, where there are structural differences compared to private education.
Son of garbage collector José Francisco and housewife Silvia Helena de Almeida, the student prepared in a context with material and academic limitations, a scenario that required adapting his routine to balance different activities throughout his study period.
Unlike a routine focused exclusively on studies, his day-to-day included long commutes, fixed schedules, and accumulated physical weariness, reflecting a reality common to candidates who need to divide their time between work and academic preparation.
Study routine between preparatory course and work
Daily, the alarm clock rang at 5 AM, marking the start of a sequence of activities that began in the preparatory course in the morning and extended throughout the day with reviews and in-depth content study.
After the class period, he resumed studying in the afternoon, taking advantage of the available time before starting the night shift as a field assistant in football, a role he occupied until 10 PM and required continuous physical effort.
Without prolonged breaks for rest, the cycle repeated itself the next day, compressing moments of leisure and recovery within an intense schedule, where every free space was used to maintain the preparation rhythm.
The schooling took place entirely in the public system, starting at the Balneário Meia Ponte State College in Goiânia, followed by three years of preparatory courses at Protágoras College, a stage considered decisive for consolidating academic performance.
When analyzing his own experience, he associated the difficulties faced with the structural differences between public and private schools, pointing to a scenario of inequality that requires additional effort from low-income candidates.
Still, he maintained focus on the initial goal, sustaining his preparation with the idea that it would be necessary to elevate his performance level to compete on minimally balanced terms with other candidates.
Conditions of preparation and effects on health
As time passed, the intensity of the routine began to directly impact his health, reflecting the physical and mental wear accumulated over months of continuous preparation.
At various moments, according to the student’s own account, the desire to give up arose daily, driven by extreme fatigue and constant pressure for results.
During 2024, he developed alopecia and experienced hair loss associated with stress and anxiety, a condition that, according to medical advice mentioned, was linked to the intensity of the routine faced during that period.
This scenario indicates that the preparation occurred under conditions of high academic demand associated with structural limitations, a situation frequently observed in prolonged trajectories of candidates for higher education.
In the final stretch for the National High School Exam, there was a strategic intensification of preparation, especially in writing, an area considered decisive for overall performance.
Over the course of a month, he began producing two essays per day, a practice that contributed to achieving 920 points on the exam, a result that stood out among the set of scores obtained.
Before gaining admission to Medicine, the student had already secured spots in other courses, including veterinary medicine at the State University of Goiás and dentistry at Paulista University.
These previous approvals indicate a consistent academic performance, built gradually, even in the face of the limitations imposed by the routine and the available study conditions.
Family, support, and plans for the future in medicine
From an early age, the interest in Medicine remained a central goal, guiding academic choices and sustaining motivation throughout a journey marked by difficulties and successive attempts.
Upon receiving confirmation of his spot, he highlighted that he will be the first doctor in the family, signaling the symbolic impact of this achievement within the family and social context in which he is inserted.
In this process, the support of the family played a decisive role, especially that of the grandmother, Luiza Helena, who was responsible for her upbringing since childhood, and the father, who works as a street cleaner at the Urbanization Company of Goiânia.
Even in the face of financial limitations, the constant encouragement served as an element of emotional support, allowing the student to maintain focus throughout a prolonged and demanding journey.
The impact of the story went beyond the individual level by exposing the concrete conditions faced by low-income candidates during their preparation for higher education.
The case began to be cited in reports as an example of a journey built amidst structural limitations, without these conditions ceasing to represent significant obstacles to access highly competitive courses.
Although the education takes place in Rio de Janeiro, the connection to Goiânia remains a central reference in future plans, indicating the intention to return after completing the course.
Among the initial areas of interest are cardiology and orthopedics, choices that point to a direction still under construction within medical training.
Entry into the course occurs after a continuous preparation process over several years, marked by the reconciliation of study, work, and family support within a context of structural limitations.
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