A assistência estudantil como estratégia de combate à evasão e retenção nas universidades federais: um recorte do semiárido potiguar
Historically, the Brazilian higher education has been built as elitist, but in the last years the formulation of educational policies has granted access for students traditionally excluded from this level of education. In the midst of this process comes the Student Assistance National Program (PN...
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| Formato: | doctoralThesis |
| Idioma: | pt_BR |
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/28342 |
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| Resumo: | Historically, the Brazilian higher education has been built as elitist, but in the last years the
formulation of educational policies has granted access for students traditionally excluded from
this level of education. In the midst of this process comes the Student Assistance National
Program (PNAES), created to guarantee the permanence of students of Universities and
Federal Institutes in socially vulnerable situations. Considering this new scenario of the
Brazilian higher education, the goal of this paper is to analyze the student assistance as a
strategy to combat school dropout and retention in federal universities, clipping the potiguar
semiarid scenario. Specifically, I intended to analyze the impact of the PNAES
implementation process at UFERSA on the current configuration of student assistance
actions; evaluate the effectiveness of PNAES at UFERSA from the analysis of supply and
demand for student assistance; discuss the participation of students in the planning and
evaluation of PNAES and analyze student assistance as a permanence strategy. To do so, I
made a clipping with data from the Semi-arid Rural Federal University (UFERSA) to
exemplify the boarder phenomenon. I analyzed resolutions, ordinances, activity reports and
worksheets of assisted students. In addition, I conducted semi-structured interviews with
deans, coordinators, psychologists and social workers who act in student care and students
who are part of the student representation bodies. The data were categorized and analyzed
based on the theoretical assumptions of dialectical historical materialism: totality,
contradiction and mediation. Some limitations of PNAES were noticed: focused actions;
insufficient resources, staff and infrastructure and little student participation in the
management, planning and evaluation of actions. However, even in the face of limits I found
that student assistance had many advances after 2007 and it has contributed to ensuring the
permanence and graduation completion of many students. Thus, PNAES has proved to be an
important tool in the construction of possibilities that try to overcome the inequalities of
permanence in higher education, but even with the inflections that this program has produced
in the daily life of federal institutions, it will not solve all permanence problems, because they
are associated with educational policies in general and their function within capitalism. |
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