APOIO ACADÊMICO INSTITUCIONAL: DESAFIOS DA PERMANÊNCIA NO ENSINO SUPERIOR

Abstract

Introduction: Student dropout is a disturbing subjec. It raises discussions concerning investments, administrative, financial and pedagogical difficulties that are caused to the institution. This work contexto runs through the management of public universities and how it could favor the permanence of students so that They could successfully complete higher education. Federal University of Espírito Santo (Ufes), concerned in managing its actions effectively and with responsibility, developed a new policy for monitoring the academic performance. The problem is that this regiment was not analyzed after its implementation, which makes it difficult to be improved. Thus, the main objective of this dissertation was to investigate the development of the actions triggered after the approval of the General Regulation of the Academic Monitoring (Regulamento Geral de Acompanhamento Acadêmico) established by the Resolution 68/2017 (Cepe/Ufes). The methodology used included a qualitative approach, typified in a documentary and bibliographic research. The data collection instrument used was the questionnaire, used to raise information from coordinators and administrative staff from the institution, which composed a non-statistical sample. The answers obtained through the questionnaires were considered according to the assumptions perceived from an interpretative analysis. We presented the dropout rates and the quantitative of students who needed academic support between 2017 and 2019, a period that corresponds to the first three years of implementation of the new policy. The analysis was also based on the perceptions of the public servant at Ufes on the topic. In order to contextualize the subject according to a national scenery, we also investigated the models of academic monitoring adopted by brazilian federal universities, according to report disclosure on their websites. In theoretical terms, we tryed to present several models of evasion based on the assumption that the factors that lead to permanence cannot be contextualized without understanding why students evade. The discussions were mainly reasoned on the theory of Vincent Tinto, whose work considers the importance of the role of institutions in the academic success of the students. As a result, we found that the evasion rates have not yet been significantly impacted by the new conducts, however, there is a prioritization of preventive actions to avoid evasion, when compared to previous conducts and norms. The qualitative results point to the need for greater integration between the sectors of the university, professors and students in order to favor social and academic support. Emphasize the importance of preventive institutional actions, starting from the first year of the course. On the other hand, it demonstrates the concern of the coordinators regarding the effective application of the criteria for dismissal, demonstrating uneasiness regarding the permanence of students for an excessive time, even when they do not have the conditions to complete the course. The technical/technological product of an applied nature, resulting from this work, was developed in the form of material support material for the puplic servant responsible for the academic support, and aims offering subsidies for the improvement of academic support actions within the scope of the Federal University of Espírito Santo. No other pedagogical supports were found on the conducts, enabling the product to have the potential to achieve the intended social impact.