Abstract
The article analyzes the retention and success rates of students entering in 2019 in Integrated High School courses at the Federal Institute of Acre (Campus Rio Branco), benefiting from student assistance notices (socioeconomic support programs) during the period of curricular completion and, furthermore, observes existing policies, their applicability and effects regarding the retention and success of incoming students in the form of quota places and broad competition. The methodology used was of a qualitative-quantitative approach and applied in nature. As for procedures, it is considered documentary and bibliographic. Based on concepts from the Nilo Peçanha Platform, data collected from the School Registration Coordination and the Student Assistance Center both at the Rio Branco Campus were discussed, obtaining retention and success rates and reflecting on the effects of the assistance policy student. Based on research carried out in Federal Institutes on the topic of permanence and success in technical courses. In view of the research carried out, the results demonstrated, in many situations, that the ideal of democratizing the entry of vulnerable popular classes is not a guarantee of success in professional training and that there is a need to think about the development of institutional actions for the strategic plan of permanence and success.
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