Student permanence and academic success: The voice of the actors
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação |
Texto Completo: | https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/43977 |
Resumo: | This article presents the advances along the training trajectory, in addition to qualitative results of a quanti-quali study based on focus groups. It analyzes the perspectives of five professors and five students, from an institution in the south of Brazil, on student permanence in higher education, taking into account, by the factors pointed out in the literature, engagement as one of the important aspects in studies for permanence. Thus, taking as a reference, Tinto (1987, 2012, 2017, 2020), Kohls-Santos (2020, 2021, 2022), Trowler (2010), Coates (2007), the relevance of personal motivation, the relationship between peers is identified and extracurricular activities for student permanence, which can help institutions to rethink their strategies to reduce dropout rates. The responses of professors and students allow us to recognize the importance of creating a bond between them, in which students feel recognized from the accompaniment of their professors. The variables that emerge in the study take us to a different level, beyond the merely economic, since they place the student as an active participant in their training process and the teachers and institutions responsible for the paradigm shift that must occur in education. |
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Student permanence and academic success: The voice of the actorsPermanencia estudiantil y éxito académico: La voz de los actoresPermanência estudantil e sucesso acadêmico: A voz dos atoreseducação superiorpermanência estudantilperspectiva docenteperspectiva discentehigher educationstudent persistenceprofessor perspectivestudent perspectiveeducación superiorpermanencia estudiantilperspectiva docenteperspectiva discente This article presents the advances along the training trajectory, in addition to qualitative results of a quanti-quali study based on focus groups. It analyzes the perspectives of five professors and five students, from an institution in the south of Brazil, on student permanence in higher education, taking into account, by the factors pointed out in the literature, engagement as one of the important aspects in studies for permanence. Thus, taking as a reference, Tinto (1987, 2012, 2017, 2020), Kohls-Santos (2020, 2021, 2022), Trowler (2010), Coates (2007), the relevance of personal motivation, the relationship between peers is identified and extracurricular activities for student permanence, which can help institutions to rethink their strategies to reduce dropout rates. The responses of professors and students allow us to recognize the importance of creating a bond between them, in which students feel recognized from the accompaniment of their professors. The variables that emerge in the study take us to a different level, beyond the merely economic, since they place the student as an active participant in their training process and the teachers and institutions responsible for the paradigm shift that must occur in education.El presente articulo presenta los avances a lo largo de la trayectoria de formación, ademáis de resultados cualitativos de un estudio del tipo cuanti-cuali a partir de la realización de grupos en foco. Analiza las perspectivas de cinco docentes y cinco discentes, de una institución del sur de Brasil, sobre la permanencia estudiantil en la educación superior, considerando, los fatores apuntados en la literatura, y el engagament como uno de los aspectos importantes para la permanencia. Así, tomando como referencia, Tinto (1987, 2012, 2017, 2020), Kohls-Santos (2020, 2021, 2022), Trowler (2010), Coates (2007), se identifica la relevancia de la motivación personal, la relación entre pares y las actividades extraclase para la permanencia estudiantil, lo que puede auxiliar a las instituciones a repensaren sus estrategias para disminuir las tasas de abandono. Las respuestas de docentes y estudiantes permiten reconocer la importancia de la creación de un vínculo entre eles, en el cual los estudiantes siéntanse reconocidos a partir del acompañamiento de sus profesores. Las variables que surgen en el estudio nos llevan a un nivel diferente, más allá del meramente económico, una vez que ponen el estudiante como un participante activo en su proceso de formación y a los profesores e instituciones responsables por el cambio paradigmático que debe ocurrir en la educación. O presente artigo apresenta os avanços ao longo da trajetória de formação, ademais de resultados qualitativos de um estudo do tipo quanti-quali a partir da realização de grupos focais. Analisa as perspectivas de cinco docentes e cinco discentes de uma instituição do sul do Brasil, sobre a permanência estudantil na educação superior, levando em consideração, pelos fatores apontados na literatura, o engagament como um dos aspectos importantes nos estudos para a permanência. Assim, tomando como referência, Tinto (1987, 2012, 2017, 2020), Kohls-Santos (2020, 2021, 2022), Trowler (2010), Coates (2007), se identifica a relevância da motivação pessoal, a relação entre pares e as atividades extraclasse para a permanência estudantil, o que pode auxiliar as instituições a repensarem suas estratégias para diminuir as taxas de abandono. As respostas de docentes e estudantes permitem reconhecer a importância da criação de um vínculo entre eles, no qual os estudantes se sintam reconhecidos a partir do acompanhamento de seus professores. As variáveis que surgem no estudo nos levam a um nível diferente, para além do meramente econômico, uma vez que colocam o estudante como um participante ativo em seu processo de formação e os professores e instituições como responsáveis pela mudança paradigmática que deve ocorrer na educação.Editora da PUCRS - ediPUCRS2022-12-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/4397710.15448/1981-2582.2022.1.43977Educação; Vol. 45 No. 1 (2022): Single Volume; e43977Educação; Vol. 45 Núm. 1 (2022): Volumen único; e43977Educação; v. 45 n. 1 (2022): Volume Único; e439771981-25820101-465X10.15448/1981-2582.2022.1reponame:Educaçãoinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/43977/27887Copyright (c) 2022 Educaçãohttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessKohls-Santos, Pricila2022-12-13T12:01:35Zoai:ojs.revistaseletronicas.pucrs.br:article/43977Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/indexONGhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/oaieditora.periodicos@pucrs.br||reveduc@pucrs.br1981-25820101-465Xopendoar:2022-12-13T12:01:35Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.none.fl_str_mv |
Student permanence and academic success: The voice of the actors Permanencia estudiantil y éxito académico: La voz de los actores Permanência estudantil e sucesso acadêmico: A voz dos atores |
title |
Student permanence and academic success: The voice of the actors |
spellingShingle |
Student permanence and academic success: The voice of the actors Kohls-Santos, Pricila educação superior permanência estudantil perspectiva docente perspectiva discente higher education student persistence professor perspective student perspective educación superior permanencia estudiantil perspectiva docente perspectiva discente |
title_short |
Student permanence and academic success: The voice of the actors |
title_full |
Student permanence and academic success: The voice of the actors |
title_fullStr |
Student permanence and academic success: The voice of the actors |
title_full_unstemmed |
Student permanence and academic success: The voice of the actors |
title_sort |
Student permanence and academic success: The voice of the actors |
author |
Kohls-Santos, Pricila |
author_facet |
Kohls-Santos, Pricila |
author_role |
author |
dc.contributor.author.fl_str_mv |
Kohls-Santos, Pricila |
dc.subject.por.fl_str_mv |
educação superior permanência estudantil perspectiva docente perspectiva discente higher education student persistence professor perspective student perspective educación superior permanencia estudiantil perspectiva docente perspectiva discente |
topic |
educação superior permanência estudantil perspectiva docente perspectiva discente higher education student persistence professor perspective student perspective educación superior permanencia estudiantil perspectiva docente perspectiva discente |
description |
This article presents the advances along the training trajectory, in addition to qualitative results of a quanti-quali study based on focus groups. It analyzes the perspectives of five professors and five students, from an institution in the south of Brazil, on student permanence in higher education, taking into account, by the factors pointed out in the literature, engagement as one of the important aspects in studies for permanence. Thus, taking as a reference, Tinto (1987, 2012, 2017, 2020), Kohls-Santos (2020, 2021, 2022), Trowler (2010), Coates (2007), the relevance of personal motivation, the relationship between peers is identified and extracurricular activities for student permanence, which can help institutions to rethink their strategies to reduce dropout rates. The responses of professors and students allow us to recognize the importance of creating a bond between them, in which students feel recognized from the accompaniment of their professors. The variables that emerge in the study take us to a different level, beyond the merely economic, since they place the student as an active participant in their training process and the teachers and institutions responsible for the paradigm shift that must occur in education. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-13 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/43977 10.15448/1981-2582.2022.1.43977 |
url |
https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/43977 |
identifier_str_mv |
10.15448/1981-2582.2022.1.43977 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/43977/27887 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Educação http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Educação http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
dc.source.none.fl_str_mv |
Educação; Vol. 45 No. 1 (2022): Single Volume; e43977 Educação; Vol. 45 Núm. 1 (2022): Volumen único; e43977 Educação; v. 45 n. 1 (2022): Volume Único; e43977 1981-2582 0101-465X 10.15448/1981-2582.2022.1 reponame:Educação instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) instacron:PUC_RS |
instname_str |
Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
instacron_str |
PUC_RS |
institution |
PUC_RS |
reponame_str |
Educação |
collection |
Educação |
repository.name.fl_str_mv |
Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
repository.mail.fl_str_mv |
editora.periodicos@pucrs.br||reveduc@pucrs.br |
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1799128746167369728 |