A política de assistência estudantil do Instituto Federal de Educação, Ciência e Tecnologia de Pernambuco (IFPE) e suas contribuições para a permanência dos/as estudantes: um estudo de caso do campus Recife

Abstract

This research presents a case study about the student assistance programs of the Federal Institute of Education, Science and Technology of Pernambuco (IFPE) and aimed to analyze the contributions of the IFPE Student Assistance Policy (PAE) from the assistance programs for the permanence of students from Campus Recife. In order to understand the relationship between student assistance programs and permanence, we conducted an in-depth discussion of the various aspects that make up our problem. For this, we discuss the history of education in Brazil, focusing on the implementation of professional education, also dealing with the consolidation of Federal Institutes, with emphasis on IFPE, and we talked about PNAES and student assistance at IFPE. The research participants were civil servants who deal directly with student assistance at Campus Recife. As a data collection procedure, document analysis and semi-structured interviews were used, in addition to the use of secondary data extracted from the Nilo Peçanha Platform. Content Analysis gave us support to analyze the collected data, having as structure the theoretical and analytical categories that supported the research that revolved around Professional and Technological Education, Integrated High School (EMI) and IFPE Student Assistance Policy Contributions for the permanence of the students. In this sense, the research sought to understand how the development of policies aimed at the permanence and success of students takes place, observing the relationship between politics and education as a strategic area in favor of human and social development. The data revealed that the implementation of actions aimed at assisting the student community greatly contributes to the students' permanence in the institution. However, the specific programs of the PAE, due to the scarcity of the budgetary resource, do not reach all students in a situation of socioeconomic vulnerability. In addition to there being a disarticulation in the activities developed by the multiprofessional team.