Programa de assistência estudantil no Centro Universitário Norte do Espírito Santo: uma análise de contexto

Abstract

Introduction: With a view to making public higher education accessible and establishing conditions for the permanence of the student, the Ministry of Education (MEC) instituted the National Student Assistance Plan (Pnaes). In this sense, the Federal University of Espírito Santo (Ufes) implemented the Ufes Student Assistance Program (Proaes-Ufes). The problem: Considering that the Pnaes determines which areas in which federal institutions of higher education should develop student assistance actions, but does not discriminate what these actions are, the question is: How has Ufes - Ceunes campus implemented the policy of student assistance in the context of practice? Also seeking to understand if the actions performed are meeting the demands presented by the students. The main objective is to analyze the context of the practice of the Student Assistance Policy implemented by Ufes, at Ceunes, through Proaes-Ufes. In theoretical terms, the research was based on the Policy Cycle Theory, proposed by Stephen Ball (1992;1994). As for the methods and procedures, the research has a quantitative and qualitative approach. Data were collected through questionnaires applied to active and inactive students at Ceunes (2006-2020) and through the analysis of reports from the Education Information System (SIE). The data received qualitative and statistical treatment, through comparative analysis of academic performance and school dropout indicators of students benefiting from Proaes-Ufes, compared to non-beneficiaries. Statistical treatment was also used to trace the socioeconomic profile of students. The results achieved showed that Proaes-Ufes currently serves more than half of Ceunes students. However, a considerable portion of students on the Waiting List was also evidenced. In the perception of active and inactive students, the main difficulties in staying at university and completing higher education are: financial difficulty, difficulty in moving from home to institution and emotional difficulty. On the other hand, the grants that most contribute to the permanence at university and completion of higher education are grants: food, transport, housing, consumables and extended loan of books. Active students indicated that the areas of student housing and health care are the ones that most need to be expanded. Inactive students, on the other hand, pointed out gaps, mainly in the areas of psychological assistance, financial assistance and pedagogical support. The results showed that among the beneficiary students of Proaes-Ufes, academic performance rates are higher and school dropout rates are lower, when compared to non-beneficiary students. Both active and dropout students stated that the vast majority of Proaes-Ufes contributes to a better academic performance of the student and completion of higher education. Based on the results, as a technological product, a conclusive technical report was prepared: draft project to expand student assistance actions at Ceunes, including social assistance activities, health care and pedagogical support, among others.