Um olhar sobre a política de assistência estudantil no processo de permanência de estudantes indígenas e quilombolas no ensino superior no IFAP – campus Macapá

Abstract

This research sought to analyze the student assistance policy in the context of the permanence of students in higher education, based on assumptions of the right to education, the creation of affirmative action and the democratization of educational policies, with reference to the Permanence Allowance Program that is part of this policy. Our overall goal was to investigate the role of the student assistance policy in the process of permanence and successful departure of indigenous and quilombola students in higher education at the Federal Institute of Education, Science and Technology of Amapá (IFAP)-campus Macapá, from a descriptive type study, in which data are observed, recorded and sorted without undergoing manipulation, the approach is qualitative type that considers the relational dynamics between the subject and the environment, which go beyond statistical data and is based on the interpretation of the phenomenon. The research presented can be classified as applied research, because its information may serve as a basis for the elaboration of institutional strategies to be developed in the process of permanence and success of students, especially those assisted by student assistance. To reach the results, institutional documents and academic systems were accessed, in order to trace the profile of the beneficiaries and the granting of student aid during their permanence in the institution. From 2015 to 2022, 22 students were benefited, 06 indigenous and 16 quilombolas, of which 09 students have graduated, 01 student dropped out, and 12 students are still studying. It is possible to see that the amount of aid granted to these students, even though it has not been a determining factor, has contributed to their material permanence, considering their specificities. It also leaves us with a warning about the time lapse between entering the courses and the link to the PBP, which takes around three semesters, that is, practically a third of the course, during which students are unassisted by the scholarship. In general, it can be said that the student assistance policy implemented in the institutions of the Federal Education Network since the Decree No. 7.234/2010 and the Ministerial Ordinance No. 389/2013, presents a unique contribution in the process of access, permanence and success of students, especially indigenous and quilombolas. During the research I realized three needs that I consider urgent, the first is the number of indigenous and quilombolas served, in almost a decade that the PBP is in force only 22 students were benefited, considering that there are some quilombos around the institution, so it is necessary to think of strategies to bring these young people and adults to study, since the institution has made a commitment to society. The second need refers to the delay in linking the student to the PBP, the institution needs to adopt strategies that make this process faster so that the student starts receiving the scholarship in a shorter period of time after his enrollment. The third need is the transformation of the student assistance policy into a State policy, considering the profile of students from public federal institutions of higher education, and the financial needs of this public due to the abysmal social inequalities in our country, in which education has an unquestionable role.