Política de assistência estudantil no Instituto Federal Farroupilha : percepções dos estudantes do Proeja campus Santa Rosa

Abstract

The present research aimed to investigate the contribution of the Student Assistance Policy (PAE) to the school permanence of students of the National Program for the Integration of Professional Education with Basic Education in the Youth and Adult Education Modality (PROEJA) of the Instituto Federal Farroupilha (IFfar), Santa Rosa campus. For this scope, we sought to trace the socioeconomic and student profile of these students. In addition, we sought to identify the programs and actions of the Student Assistance Policy (PAE) and whether or not it contributes to the permanence and success of students. The research had a qualitative methodological approach, using the case study and observation, documental research and semi-structured interview as an instrument for data collection. For data analysis, Bardin's content analysis (2016) was used. The results showed that students of the Food Technician course have different perceptions about PAE. However, they consider PAE's programs and actions important for their permanence. However, they point out access difficulties such as lack of understanding of the notices and bureaucracies that involve the registration process. In addition to PAE, it was identified that permanence and success are linked to extra and intra-school factors. In this sense, family support, identification with the course, teaching activities, the search for personal and/or professional growth and the expectation of improvement in living conditions are factors that contribute to school retention and success. In addition to empirical research, bibliographic and documentary research also made this research possible. As a contribution to the production of knowledge and the exercise of the professional activity of subjects inserted in the field of EJA/EPT, the educational product resulting from this study is a script of conversation circles about the PAE. The objective of the product was to provide a methodological strategy that takes into account the training proposal and the political-social reality of EJA/EPT students, and that promotes a space for dialogue and reflection. Finally, it seeks to contribute with strategies that can collaborate with the permanence and success of students through access to PAE programs and actions.