Student assistance in higher education: The trajectory of the national student assistance program at the Federal University of Ouro Preto

• Autor(a) principal: Cunha, Jacqueline Kelly Almeida
• Data de Publicação: 2023
• Outros Autores: Oliveira, Breynner Ricardo de, Fernandes, Natália Rigueira
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Revista Tempos e Espaços em Educação (Online)
• Texto Completo: https://periodicos.ufs.br/revtee/article/view/18808
• topic: Student Assistance; Educational inequalities; College education; Implementation of educational policies; National Student Assistance Program; Asistencia Estudiantil; Desigualdades educativas; Educación universitaria; Implementación de políticas educativas; Programa Nacional de Atención al Estudiante; Assistência Estudantil; Desigualdades educacionais; Educação Superior; Implementação de políticas educacionais; Programa Nacional de Assistência Estudantil

The article analyzes the trajectory of the National Student Assistance Program (PNAES) at the Federal University of Ouro Preto (UFOP), from the perspective of the institution's high-ranking implementers. Likewise, it intends to analyze the evaluation reports of the execution of the program in the institution, in the period from 2017 to 2019. giving priority to students from public basic education schools or with a per capita family income of up to one and a half minimum wages. At UFOP, the program is carried out by the Dean of Community and Student Affairs, which defines the criteria and methodology for selecting beneficiary undergraduate students. The research is quantitative and qualitative, descriptive and is structured in three phases: (1) survey of the legal/institutional frameworks of the program at national and local level; (2) analysis of data available at UFOP on the evaluation of the implementation of the PNAES in the institution, from 2017 to 2019; (3) and interviews with high-ranking bureaucrats, responsible for PNAES implementation actions at PRACE. The data analyzed reveal that, between 2017 and 2019, an average of 11,141 students were enrolled in face-to-face teaching at the institution. Of these, 60.7% are public school graduates and 25.2% received financial aid via PNAES. Regarding academic performance, data indicate that scholarship holders have a better average coefficient than other students, in addition to lower dropout rates. The data indicate that the program at the university includes students from public schools in a situation of socioeconomic vulnerability, contributing to the reduction of social inequalities through the insertion and permanence of students and, consequently, the completion of higher education.