Apoio pedagógico como política de permanência estudantil: contribuições do Núcleo de Apoío Psicossocial e Pedagógico para Discentes Cotistas da Universidade Estadual de Feira de Santana-BA

• Ano de defesa: 2025
• Autor(a) principal: Jesus, Jeani Barbosa Sousa de
• Orientador(a): Mussi, Amali de Angelis
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Feira de Santana
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: DEPARTAMENTO DE EDUCAÇÃO
• País: Brasil
• Palavras-chave em Português: Políticas de permanência; Permanência estudantil; Apoio pedagógico; Acolhimento universitário; Estratégias pedagógicas
• Palavras-chave em Inglês: Retention policies; Student permanence; Pedagogical support; University inclusion; Pedagogical strategies
• Área do conhecimento CNPq: EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: http://tede2.uefs.br:8080/handle/tede/1898

This study aims to analyze the contributions of pedagogical support as a component of student retention policies, focusing on the assistance provided by the Psychosocial and Pedagogical Support Center (NAPP) to quota students at the State University of Feira de Santana (UEFS), located in Bahia, Brazil. The research investigates pedagogical, psychosocial, and welcoming strategies used to ensure the inclusion and permanence of these students in higher education, considering the specificities and challenges faced by those who access university through affirmative action policies. The theoretical framework is based on authors who view student retention in higher education as a driver of social transformation, including Alain Coulon, Kabengele Munanga, João Feres Júnior, Amali de Angelis Mussi, and Otto Vinicius de Agra Figueiredo, among others. The study is grounded on the premise that pedagogical support policies are essential to reducing educational inequalities, particularly in higher education, and to providing appropriate conditions for the academic and social success of students from historically marginalized groups. A qualitative methodology was employed, using a questionnaire aimed at participants to understand their perceptions of the support received and its implications for adaptation and academic success. The findings highlight the relevance of affirmative policies for student retention and underscore the essential role of NAPP in building a more inclusive and welcoming university environment for quota students.