A assistência estudantil e o acesso dos jovens da região do Sertão de Crateús ao ensino superior: um estudo com alunos do IFCE

Este artigo discorre acerca do acesso ao ensino superior público no Brasil e sobre o Plano Nacional de Assistência Estudantil – PNAES. Propõe problematizar as ações dos governos nacionais iniciadas no ano de 2007, que levaram à expansão da oferta e avanços no acesso por estudantes oriundos de famílias de baixa renda. Aborda os desafios para a permanência destes, tendo como base as pesquisas sobre o perfil socioeconômico do estudante do ensino superior público, realizadas pelo FONAPRACE/ANDIFES em 2010, 2014 e 2018. Analisa também os impedimentos para a efetivação da assistência estudantil como política pública universal a partir da análise do seu financiamento entre os anos de 2010 e 2018 pelo Governo Federal. Trata-se de uma pesquisa bibliográfica e documental, com a análise de dados quantitativos e qualitativos que direcionam para um acesso ao ensino superior público elitizado que começou a ser democratizado a partir das políticas de expansão do ensino superior e após a adesão ao sistema de cotas nas universidades. A análise permite concluir que, embora a assistência estudantil tenha obtido avanços nos últimos anos, na atual conjuntura, tem sua efetividade comprometida pela insuficiência de recursos financeiros que afeta o atendimento dos estudantes público-alvo dessa política.

The presente article aims to investigate educational policies, programs ans institutional practices, related to the inclusion of disabled people in State Public Universities in the State of Paraná, more specifically, at Universidade Estadual do Oeste do Paraná (UNIOESTE). Based on a qualitative approach, with bibliographic and documentary research regarding educational policies related to inclusion in Higher Education. Regarding to presentation and data analysis, A systematic search was released in electronic data published on the Universities’ websites, with emphasis on the following aspects: existence of a center or program of care for disabled people, and accessibility to relevant information about them. It is concluded that the seven State Universities of Paraná have specialized programs for disabled students. UNIOESTE has the Institutional Program of Actions Related to People with Special Needs (PEE), a program that has been consolidated for 26 years and that it releases several actions that involve assistance for disabled students, such as a teacher of specialized educational services and/or a professional translator and interpreter of Libras; publication of research on inclusion and special education; participation of the external community; Events; teacher training activities. Although there is legal support that guarantees the elimination of barriers to the admission of people with disabilities in the State Universities of Paraná addressed, the need for support to ensure the permanence of these students in Higher Education is still remarkable.

Este artigo surge através do processo dissertativo sobre a Assistência Estudantil como política de permanência na educação superior. Temos a intenção de realizar uma análise a respeito da instituição do PNAES, por meio do decreto nº 7. 234/2010, como também refletir sobre a atuação do Fórum de Pró-reitores de Assuntos Comunitários e Estudantis no intuito de fortalecer a luta pela permanência dos estudantes na educação superior. Como objetivo geral do trabalho, destacamos a realização da análise da política de assistência estudantil, a partir da instituição do PNAES, e sua contribuição para a permanência dos alunos. A pesquisa dialoga coma perspectiva crítica-dialética, recorrendo à pesquisa do tipo qualitativa, que faz uso da observação e da pesquisa documental. Ao final realizamos a sistematização dos dados e analisamos a luz da dialética. O resultado da pesquisa confirma a necessidade da assistência estudantil como fator de justiça redistributiva, uma vez que existem estudantes que não possuem condições econômicas de manter-se na universidade pública sem o apoio do Estado. Tal política, de caráter residual se faz permeada de conflitos e tensões, em face disparidade entre a redução de recursos para políticas de educação superior no contexto neoliberal e as necessidades dos segmentos sociais subalternizados.

Assess Your Adjuncts to Improve Student Learning

Grande mudança foi observada no cenário educacional brasileiro após a expansão do Ensino Superior devido à instauração do sistema de cotas e de programas do governo tais como Reuni e Prouni. Dessa maneira houve mudança no perfil dos universitários brasileiros, aumentando muito o número daqueles que apresentam maior vulnerabilidade econômica e social. Assim, a Assistência Estudantil torna-se essencial para manutenção destes estudantes no Ensino Superior e para servir de suporte para que estes consigam concluir os seus estudos. Nessa pesquisa, buscou-se conhecer a percepção dos estudantes com este perfil em relação à assistência à saúde recebida em uma instituição federal de ensino (Universidade Federal de Viçosa/ UFV). Método: A técnica de coleta de dados foi o grupo focal realizado com os representantes da CME (Comissão de Moradias Estudantis) da UFV. Resultados: O objetivo foi alcançado pois este estudo permitiu perceber o conhecimento dos estudantes sobre a assistência estudantil em geral e em especial em relação à assistência à saúde, além de descobrir seus anseios e queixas. Conclusão: pode-se concluir que apesar de possuir uma abrangente Assistência Estudantil, a UFV não consegue atender todas as demandas existentes e que necessita de maior envolvimento com os estudantes para que ocorra maior participação destes, tanto nas decisões de ações quanto no planejamento da utilização de recursos.

This article analyzes student permanence in the context of affirmative action in higher education, based on the case of Federal University of Bahia. The permanence of students in higher education is an absent theme in the field of research on affirmative action in Brazil. Permanence policy, regarding to student assistance, gained relevance in parallel to the establishment of affirmative action policies in public universities and, in particular, after the enactment of Law 12.711 (BRASIL, 2012). The research was based on documental analysis of actions and programs of the federal government of the national policy of student assistance and UFBA’s institutional documents. Starting with a brief contextualization of affirmative action in Brazil and the emergence of student assistance policies, the research is dedicated to analyzing the case of the Federal University of Bahia, highlighting the institution's affirmative action program and student assistance policies, as well as the students’ socioeconomic profiles. Among the research results, the dimensioning of the impacts of the permanence policy stands out in order to measure the impacts of the permanence policy, therefore contributing to the debate about the importance of student permanence for promotion of social justice.

The government has made regulations for universities to be able to help students with disabilities in developing their potential, regulated in the Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 46 of 2017 concerning Special Education, Special Service Education and Special Service Learning in Higher Education. UIN Sulthan Thaha Saifuddin Jambi through the Center for Disability Studies has an important role in efforts to provide motivation and assistance for students with disabilities to be able to foster enthusiasm in carrying out activities and lecture processes so that students with disabilities can have high intellect, master knowledge, and technology that develops continuously. This study uses a narrative approach so that researchers can focus on individual experiences with the Field Research method, namely data taken from the field using the Purposive Sampling technique. The efforts of UIN Sulthan Thaha Saifuddin Jambi in providing motivation and assistance can be classified into 3, namely students with disabilities who are deaf, deaf and visually impaired. The forms of policies, motivation and assistance in particular are the construction of facilities, infrastructure, fulfillment of assistive devices, installation of Braille symbols and sign language training. Meanwhile, in general, they are assistance for new students with disabilities, assistance in scholarship management, assistance with Real Work Lectures, Field Work Practice, motivation through workshop activities, Focus Group Discussion (FGD) and Counseling Guidance.

Para facilitar o acesso e permanência de estudantes no ensino superior, o Programa Nacional de Assistência Estudantil – PNAES tem como um de seus objetivos propiciar moradia estudantil para quem dela necessitar. Caracterizando-se a educação como um tema de extrema relevância, especialmente diante dos questionamentos atribuídos ao projeto educacional brasileiro, a Universidade Federal do Rio Grande – FURG disponibiliza assistência estudantil aos estudantes, incluindo-se a moradia. Objetiva-se, assim, no presente artigo, analisar empírica e criticamente a política assistencial oferecida aos/às moradores/as das Casas de Estudantes da FURG. Para tanto, disponibilizou-se um questionário para os/as estudantes moradores dessas Casas de Estudantes, e as respostas foram analisadas a partir da bibliografia e da legislação correlatas. A relevância da pesquisa relaciona-se com a importância da assistência estudantil para a redução das desigualdades socioeconômicas e para a qualidade da educação dos/as estudantes, como requisitos da justiça social e da dignidade da pessoa humana. Os movimentos estudantis possuem papel crucial na construção e na reivindicação de direitos em tal âmbito. Ao fim, foram apontadas medidas a serem tomadas para a melhoria da assistência estudantil na FURG.

Student Assistance in Higher Education in Brazil

Afghans are one of the largest groups of refugees in India and are recognized and protected by UNHCR. Though UNHCR aids them with educational assistance, there still is high dropout rate from school to higher education owing to the high opportunity cost of completing their education. Most of them get absorbed in informal sector in order to support their families. Yet, there are other few, who tend to pursue higher education in order to have an upward social and economic mobility. The aspect of higher education has largely been ignored in the existing literature on refugee studies. The chapter tries to explore the experience of Afghan refugees in higher education in Delhi. The experiences of refugee students in higher education are guided by a number of factors including previous schooling experiences, cultural and language differences, social baggage, financial provisions, etc. The chapter tries to detail out these factors by undertaking case studies of 17 Afghan refugee students in higher education in Delhi by conducting an in-depth interview from August 2019 to January 2020.

The study aimed to examine the influence of entrepreneurial passion, entrepreneurial literacy, role model inspiration, and self-efficacy on entrepreneurship readiness among higher education students and the role of the project-based learning model implementation as a moderator variable. The population in the study were students in higher education in Indonesia who had taken entrepreneurship courses. Data from 313 valid respondents were analyzed against the research model using the Partial Least Squares Structural Equation Modelling. The findings revealed that entrepreneurial passion, entrepreneurial literacy, and role model inspiration were found to positively influence self-efficacy as well as entrepreneurship readiness among students in higher education. Unpredictably, the moderator project-based learning models’ implementation was shown to have an insignificant effect on the influence of entrepreneurial passion, entrepreneurial literacy, and role model inspiration toward entrepreneurship readiness among students in higher education. The findings of this study provide several important theoretical and practical implications for entrepreneurship readiness among students in higher education. higher education in Indonesia who had taken entrepreneurship courses. Data collected from 313 valid respondents were analyzed against the research model using the Partial Least Squares Structural Equation Modelling. The findings revealed that entrepreneurial passion, entrepreneurial literacy, and role model inspiration were found to positively influence self-efficacy as well as entrepreneurship readiness among students in higher education. Unpredictably, the moderator project-based learning models’ implementation was shown to have an insignificant effect on the influence of entrepreneurial passion, entrepreneurial literacy, and role model inspiration toward entrepreneurship readiness among students in higher education. The findings of this study provide several important theoretical and practical implications for entrepreneurship readiness among students in higher education.

The study aimed to examine the influence of entrepreneurial passion, entrepreneurial literacy, role model inspiration, and self-efficacy on entrepreneurship readiness among higher education students and the role of the project-based learning model implementation as a moderator variable. The population in the study were students in higher education in Indonesia who had taken entrepreneurship courses. Data from 313 valid respondents were analyzed against the research model using the Partial Least Squares Structural Equation Modelling. The findings revealed that entrepreneurial passion, entrepreneurial literacy, and role model inspiration were found to positively influence self-efficacy as well as entrepreneurship readiness among students in higher education. Unpredictably, the moderator project-based learning models’ implementation was shown to have an insignificant effect on the influence of entrepreneurial passion, entrepreneurial literacy, and role model inspiration toward entrepreneurship readiness among students in higher education. The findings of this study provide several important theoretical and practical implications for entrepreneurship readiness among students in higher education. higher education in Indonesia who had taken entrepreneurship courses. Data collected from 313 valid respondents were analyzed against the research model using the Partial Least Squares Structural Equation Modelling. The findings revealed that entrepreneurial passion, entrepreneurial literacy, and role model inspiration were found to positively influence self-efficacy as well as entrepreneurship readiness among students in higher education. Unpredictably, the moderator project-based learning models’ implementation was shown to have an insignificant effect on the influence of entrepreneurial passion, entrepreneurial literacy, and role model inspiration toward entrepreneurship readiness among students in higher education. The findings of this study provide several important theoretical and practical implications for entrepreneurship readiness among students in higher education.

ABSTRACT: This article aims to analyze the Student Assistance Policies (Paes) and the professionals involved in their implementation at the Federal Institutes of Education, Science and Technology (IF) from an educational perspective. To this end, the triangulation of a quantitative-qualitative approach was used to analyze the data obtained through documentary research. Information was obtained about the professionals and PAES of 31 institutes, in which the prediction of support services is under a universal or exclusively selective perspective. There are 2,782 assistants involved in Student Assistance (AE) to serve 473,897 students in the IF. There are a greater number, respectively, of student assistants, social workers, psychologists, and pedagogues. 25 Paes that explicitly provided for universalist programs or actions were identified. However, for such policies to be effective, the number of professionals must be sufficient to guarantee support services from a universal perspective. This aspect of action legitimizes, to Student Assistance professionals, their educating identity which needs to be incorporated by professionals in such a way that it is equally perceived by the academic community and effectively contributes to the development of the educational process.

The present study seeks to understand how the student assistance policies are being developed at Fluminense Federal University (UFF) in order to guarantee fair opportunity conditions for the students to complete their studies. In order to achieve that purpose, the socioeconomic profile of the students who make use of the student assistance programs wasanalyzed and the aspects related to coverage and granting of benefits were verified. The theoretical framework considers aspects related to the implementation process of the public education policies, based on the perspectiveof the “sociology of public action”, in particular on the work of Pierre Lascoumes and Patrick Le Gales (2014). Also, two different fairness criteria, used in the formulation of the education policies, are presented and discussed, which are: the opportunity model and the position model, as well as issues related to inequalities in access to education,consideringas main contribution the studies of Francois Dubet (2012,2015).Based on both theoretical perspectives, this study analyzes the recent path of expansion of the public policies in higher education during the governments of FHC (1995-1998), Lula da Silva (2003-2006/2007-2010) and Dilma Rousseff (2011-2016), highlighting their similarities and differences, as well as the main programs implemented by these governments, with emphasis on the case of the National Program of Student Assistance (Programa Nacional de Assistencia Estudantil – PNAES).The study shows that Lula and Dilma’s governments adopted policies focused on the democratization of higher education, which contributes to the expansion of the access of the less favorable levels of society to this type of education, with an expressive increase of students who are black, brown, female, who come from the public education system and/or with a per capita income up to one and a half minimum wages.It is precisely those groups that need more student assistance at UFF, which reinforces the importance of this policy. It is also noticed that the students who make use of the student assistance policy are concentrated in the less prestigious majors financially, which evidences the existence of a horizontal stratification in higher education. The results about the effectiveness of the student assistance policy at UFF show a gap in coverage, which expresses an increasing inequality betweenthe students in need and the benefits offered, a situation that can cause an enhancement in the educational inequalities, as well as an increase in the dropout rate by these students.

Swedish study assistance for students in higher education differs in some important ways from study assistance in most other western countries. Every student who meets certain financial requirements has a right to receive the aid irrespective of the economic status of his/her parents. A great deal of the total sum received is a loan which the student has to repay. Today the loan part amounts to 93%. In spite of being mainly a loan system, study assistance costs a lot of public money. The main aims of this paper are to investigate the influence of social background, sex and intelligence on the utilisation of study assistance and to investigate the influence of all these variables on degree completion among students in higher education. The groups studied are two nationally representative samples of individuals born in 1948 and in 1953 respectively. According to the results, utilisation of study assistance is practically independent of social background and sex but there is a weak tendency for students of high ability to use the aid more often than students of low ability. As to the influence on degree completion study assistance is shown to be the most important variable of those mentioned above. Furthermore, it has had a considerable socially equalisin effect on degree completion. However, during the period studied, the effect of the aid on degree completion has decreased among students in open admissions courses, but this seems mainly to be caused by a declining motivation among students to complete a degree and not by changes in study assistance.