STUDENT ASSISTANCE POLICIES AND NON-TEACHING EDUCATORS AT THE FEDERAL INSTITUTES OF EDUCATION, SCIENCE AND TECHNOLOGY
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | preprint |
Idioma: | por |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/2947 |
Resumo: | 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 under a universal or exclusively selective perspective. There are 2,782 servers 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, it is necessary that the number of professionals is sufficient to guarantee support services in a universal perspective. This aspect of action legitimizes, to Student Assistance professionals, their educating identity and 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. |
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STUDENT ASSISTANCE POLICIES AND NON-TEACHING EDUCATORS AT THE FEDERAL INSTITUTES OF EDUCATION, SCIENCE AND TECHNOLOGYPOLÍTICAS DE ASISTENCIA AL ESTUDIANTE Y EDUCADORES NO DOCENTES EN LOS INSTITUTOS FEDERALES DE EDUCACIÓN, CIENCIA Y TECNOLOGÍAPOLÍTICAS DE ASSISTÊNCIA ESTUDANTIL E EDUCADORES NÃO DOCENTES NOS INSTITUTOS FEDERAIS DE EDUCAÇÃO, CIÊNCIA E TECNOLOGIAPolítica EducacionalEducação ProfissionalEquipe Técnica de EducaçãoPermanência e ÊxitoEducational PoliticiesProfessional EducationTechnical Education TeamThis 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 under a universal or exclusively selective perspective. There are 2,782 servers 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, it is necessary that the number of professionals is sufficient to guarantee support services in a universal perspective. This aspect of action legitimizes, to Student Assistance professionals, their educating identity and 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.Este artículo tiene como objetivo analizar las Políticas de Atención al Estudiante (PAES) y los profesionales involucrados en su implementación en los Institutos Federales de Educación, Ciencia y Tecnología (IF) desde una perspectiva educativa. Para ello, partimos de la triangulación de un enfoque cuantitativo-cualitativo para analizar los datos obtenidos a través de la investigación documental. Se obtuvo información sobre los profesionales y las Paes de 31 institutos, en los que se identificó la prestación de cuidados desde una perspectiva universal o exclusivamente selectista. Hay 2,782 servidores involucrados en la Asistencia Estudiantil (AE) para atender a 473,897 estudiantes en el IF. Hay un mayor número, respectivamente, de estudiantes asistentes, trabajadores sociales, psicólogos y pedagogos. Se identificaron 25 Paes que preveían explícitamente programas o acciones universalistas. Sin embargo, para que tales políticas sean efectivas, es necesario que el número de profesionales sea suficiente para garantizar la atención en una perspectiva universal. Este aspecto de actuación legitima a los profesionales de Asistencia al Estudiante su identidad educativa y necesita ser incorporado por el profesional de tal manera que sea igualmente percibido por la comunidad académica y contribuya efectivamente al desarrollo del proceso educativo.Esse artigo objetiva analisa as Políticas de Assistência Estudantil (Paes) e os profissionais envolvidos na sua execução nos Institutos Federais de Educação, Ciência e Tecnologia (IF) numa perspectiva educativa. Para tanto, partiu-se da triangulação de abordagem quanti-qualitativa para análise dos dados obtidos por meio de pesquisa documental. Foram fornecidas informações sobre os profissionais e como Paes de 31 institutos, nas quais identificou-se a previsão de atendimento numa perspectiva universal ou seletista. Existem 2.782 servidores envolvidos na Assistência Estudantil (AE) para atender 473.897 estudantes nos IF. Há maior número, respectivamente, de assistentes de alunos, assistentes sociais, psicólogos e pedagogos.Foram identificados 25 Paes que previam explicitamente programas ou ações de cunho universalista. Entretanto, para que tais políticas sejam efetivadas é necessário que o número de profissional seja suficiente para garantir o atendimento numa perspectiva universal. Esse aspecto de atividade legítima aos profissionais da Assistência Estudantil sua identidade educadora e precisa ser incorporada pelo profissional de tal modo que seja igualmente percebida pela comunidade acadêmica e contribuindo para o desenvolvimento do processo educacional.SciELO PreprintsSciELO PreprintsSciELO Preprints2021-10-18info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/294710.1590/SciELOPreprints.2947porhttps://preprints.scielo.org/index.php/scielo/article/view/2947/5212Copyright (c) 2021 Priscila Soares, Edilene da Silva Ferreira, Cledir de Araújo Amaralhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSoares, Priscilada Silva Ferreira, Edilenede Araújo Amaral, Cledirreponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-09-13T04:23:32Zoai:ops.preprints.scielo.org:preprint/2947Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-09-13T04:23:32SciELO Preprints - SciELOfalse |
dc.title.none.fl_str_mv |
STUDENT ASSISTANCE POLICIES AND NON-TEACHING EDUCATORS AT THE FEDERAL INSTITUTES OF EDUCATION, SCIENCE AND TECHNOLOGY POLÍTICAS DE ASISTENCIA AL ESTUDIANTE Y EDUCADORES NO DOCENTES EN LOS INSTITUTOS FEDERALES DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA POLÍTICAS DE ASSISTÊNCIA ESTUDANTIL E EDUCADORES NÃO DOCENTES NOS INSTITUTOS FEDERAIS DE EDUCAÇÃO, CIÊNCIA E TECNOLOGIA |
title |
STUDENT ASSISTANCE POLICIES AND NON-TEACHING EDUCATORS AT THE FEDERAL INSTITUTES OF EDUCATION, SCIENCE AND TECHNOLOGY |
spellingShingle |
STUDENT ASSISTANCE POLICIES AND NON-TEACHING EDUCATORS AT THE FEDERAL INSTITUTES OF EDUCATION, SCIENCE AND TECHNOLOGY Soares, Priscila Política Educacional Educação Profissional Equipe Técnica de Educação Permanência e Êxito Educational Politicies Professional Education Technical Education Team |
title_short |
STUDENT ASSISTANCE POLICIES AND NON-TEACHING EDUCATORS AT THE FEDERAL INSTITUTES OF EDUCATION, SCIENCE AND TECHNOLOGY |
title_full |
STUDENT ASSISTANCE POLICIES AND NON-TEACHING EDUCATORS AT THE FEDERAL INSTITUTES OF EDUCATION, SCIENCE AND TECHNOLOGY |
title_fullStr |
STUDENT ASSISTANCE POLICIES AND NON-TEACHING EDUCATORS AT THE FEDERAL INSTITUTES OF EDUCATION, SCIENCE AND TECHNOLOGY |
title_full_unstemmed |
STUDENT ASSISTANCE POLICIES AND NON-TEACHING EDUCATORS AT THE FEDERAL INSTITUTES OF EDUCATION, SCIENCE AND TECHNOLOGY |
title_sort |
STUDENT ASSISTANCE POLICIES AND NON-TEACHING EDUCATORS AT THE FEDERAL INSTITUTES OF EDUCATION, SCIENCE AND TECHNOLOGY |
author |
Soares, Priscila |
author_facet |
Soares, Priscila da Silva Ferreira, Edilene de Araújo Amaral, Cledir |
author_role |
author |
author2 |
da Silva Ferreira, Edilene de Araújo Amaral, Cledir |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Soares, Priscila da Silva Ferreira, Edilene de Araújo Amaral, Cledir |
dc.subject.por.fl_str_mv |
Política Educacional Educação Profissional Equipe Técnica de Educação Permanência e Êxito Educational Politicies Professional Education Technical Education Team |
topic |
Política Educacional Educação Profissional Equipe Técnica de Educação Permanência e Êxito Educational Politicies Professional Education Technical Education Team |
description |
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 under a universal or exclusively selective perspective. There are 2,782 servers 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, it is necessary that the number of professionals is sufficient to guarantee support services in a universal perspective. This aspect of action legitimizes, to Student Assistance professionals, their educating identity and 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. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-10-18 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
format |
preprint |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/preprint/view/2947 10.1590/SciELOPreprints.2947 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/2947 |
identifier_str_mv |
10.1590/SciELOPreprints.2947 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/article/view/2947/5212 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Priscila Soares, Edilene da Silva Ferreira, Cledir de Araújo Amaral https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Priscila Soares, Edilene da Silva Ferreira, Cledir de Araújo Amaral https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints |
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SciELO Preprints - SciELO |
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1797047824924278784 |