Abordagem avaliativa da política de assistência estudantil em uma instituição de ensino profissional

Abstract

This dissertation presents a qualitative analysis of the Student Matters Policy of the Federal Center for Technological Education of Minas Gerais (CEFET – MG), aiming to study its assessment aspects and to propose building assessment instruments. In doing so, we hope to to contribute to the perception regarding the relevance of assessing student assistance matters, having as the main goal of this dissertation is to approach how activities of such nature in the context of CEFET-MG. As for the specific goals, they are: diagnosing such policy in regards to the assessment aspects of execution and follow-up; dealing with the topic of educational equity and relating student assistance policies to academic performance indicators. To do so, the dissertation is divided into three main sections, the first one being the presentation of the management case study, with the discussion of the historical process of building student policies, the description of the institution here studied (CEFET-MG) and of its Student Matters Policy. The second section aims to analyze the case by means of a discussion regarding public policy evaluation, equity, academic performance indicators and the students’ social economic condition, as well as the presentation of data uncovered by field research. The main theoretical references applied were the method of policy cycle, proposed by Condé (2011) and Ball (1992 and 1994), and the discussion of equity, created by Lopez (2005). The research consisted of a documental analysis, which sought to statistically correlate academic indicators (approval, failure and dropout) and the earning of scholarships, among the students enrolled at the secondary school level professional education in one of the institution’s campuses, from 2009 to 2011. As a result, we were able to verify that the scholarship is associated to a lesser dropout rate, that is, a scholarship student had 72% less chance of dropping out when compared to a non-scholarship student, although we did not verify a correlation between the concession of the scholarship and the other indicators (approval and failure). Considering only the scholarship students, the type and moment of the course taken had significant influence over their academic indicators. On the other hand, this relationship could not be established when two different courses were approached. Finally, the third chapter, of propositional character, discusses important prerequisites to the design of a monitoring and evaluation system regarding the student assistance action of CEFET - MG, so that their work may be permanently qualified. Moreover, we present the final considerations regarding the dissertation, highlighting the main points that helped or hindered the research, as well as indication of possible new studies regarding the topic.