Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-09-18T19:03:48Z No. of bitstreams: 1 2017 - Gilceli Chagas Moura.pdf: 1944492 bytes, checksum: f87dd5a1ce949dd59694d76b9de5e370 (MD5) / Made available in DSpace on 2018-09-18T19:03:48Z (GMT). No. of bitstreams: 1 2017 - Gilceli Chagas Moura.pdf: 1944492 bytes, checksum: f87dd5a1ce949dd59694d76b9de5e370 (MD5) Previous issue date: 2017-03-09 / The present dissertation proposed the analysis of the student's aid program implementation in the Federal Institute of Amapa (IFAP), at Campus Macapa, and its contributions to the permanence and successful exit of professional education students. It aimed to describe the Student Aid Policy adopted in the institution; as well analyze, the perception of students and managers regarding the Student Aid Policy execution, and propose measures that enhance the performance of this policy. To achieve this purpose, we did a documentary research using the qualitative approach. The first step of the study consisted of theoretical reflections, through bibliographic review addressing the concept/definitions of essential terms that substantiate the goals of student's aid; to establish the context to the history of social rights from industrial revolution to present days, based also in current legislation. The next step was to gather information about the institution installation process; the student's aid program implementation and how the policy is being handled. In order to do that, we used as research instruments the documents available at the website, such as the Institutional Development Program (PDI) and public notice, the promotional material available to the students and budget sheets. For the third step, 20% of the students of technical education covered by the aid program responded a survey, which represented 39 students. The survey questionnaire consisted of open and closed-ended questions. Also, semi-structured interviews were used for data gathering, with the people responsible for the establishment of the aid policy in the IFAP. The results reveal that the profile of the students covered by the aid program consists mostly of black women; coming from families with low level of education; composed by 6 people that survive with an income per capita of up to half minimum wage and excluded from the government aid programs. Another fact observed was the contribution of the aid program for the students to continue their professional education, according to the results, although there are actions that aim to guarantee the stay and successful outcome of the students, the policy doesn't fully accomplish its goals, cause there is no section responsible for monitoring the students at the Dean. Aside from the lack of specific regulations, the lack of evaluation mechanisms and the small number of servants to carry out the program, which ends up in a simple cash transfer program. / A presente disserta??o se prop?s a analisar o processo de implementa??o do programa de assist?ncia estudantil do Instituto Federal do Amap? (IFAP) no Campus Macap? e suas contribui??es para a perman?ncia e a sa?da com ?xito dos estudantes na educa??o profissional. Buscou-se descrever a Pol?tica de Assist?ncia Estudantil ora adotada; bem como analisar, frente a esse modelo de refer?ncia, a percep??o dos estudantes e dos gestores quanto ? execu??o da Pol?tica de Assist?ncia Estudantil e assim propor medidas que possibilitem melhor desempenho na implementa??o dessa pol?tica na Institui??o. Para isso, utilizou-se a abordagem qualitativa realizando-se pesquisa documental. A primeira etapa do estudo constituiu-se inicialmente de reflex?es te?ricas, atrav?s de revis?o bibliogr?fica abordando os conceitos/defini??es de termos essenciais que fundamentam o objetivo-fim da assist?ncia estudantil; contextualizou ainda, o percurso da garantia dos direitos sociais desde a revolu??o industrial at? os dias atuais, embasada tamb?m nas legisla??es existentes. No segundo momento, foram levantadas informa??es acerca da implanta??o da Institui??o; da implementa??o do Programa de Assist?ncia Estudantil e como hoje esta pol?tica est? sendo executada, para tal objetivo foi necess?rio utilizar como instrumentos de pesquisa o PDI, editais, a coleta de materiais informativos dispon?veis na p?gina eletr?nica e dos materiais impressos de divulga??o, disponibilizados para os alunos e planilhas or?ament?ria. Para a terceira etapa, preferiu-se a aplica??o de question?rio a 20 % dos alunos do ensino t?cnico contemplados no PAE, correspondente a 39 alunos, o referido instrumento constou de perguntas abertas e fechadas. Ainda como coleta de dados foram realizadas entrevistas com perguntas semiestruturadas aos atores no processo de implanta??o e operacionaliza??o do PNAES no IFAP. Os resultados revelaram que o perfil dos discentes usu?rios da assist?ncia estudantil ? caracterizado em sua maioria de mulheres; pardas, oriundas de fam?lias com baixo grau de escolaridade; composta por at? 6 pessoas as quais sobrevivem com uma renda per capita familiar de at? meio sal?rio m?nimo e exclu?das de programas governamentais. Outro dado constatado diz respeito sobre a sua contribui??o para o a perman?ncia dos estudantes na educa??o profissional, onde a pesquisa revelou que embora ocorra as a??es com vista a garantir tal perman?ncia e a sa?da exitosa, a referida pol?tica n?o consegue efetivar seus objetivos, tendo em vista que n?o ocorre um acompanhamento real dos usu?rios dos servi?os, pois a inexist?ncia um setor respons?vel no ?mbito de Reitoria; a inexist?ncia de uma regulamenta??o pr?pria; a falta de mecanismos de avalia??o e o escasso n?mero de servidores para realizar os servi?os, acaba resumindo as a??es do PAE num processo de transfer?ncia de renda.

Made available in DSpace on 2014-12-17T15:46:27Z (GMT). No. of bitstreams: 1 MariaLS_DISSERT.pdf: 3226194 bytes, checksum: 9dee30dde1674df8a94a8c2eb1a99501 (MD5) Previous issue date: 2012-12-27 / A disserta??o versa sobre a Pol?tica de Assist?ncia Estudantil e o processo de luta pela democratiza??o do acesso ? universidade, no contexto de expans?o do ensino superior em tempos de crise estrutural do capital. Apresenta como unidade de an?lise as particularidades da p?s-gradua??o em Servi?o Social da UFRN e tem como objetivo principal apreender e analisar as condi??es de perman?ncia disponibilizadas pela UFRN aos discentes de p?s-gradua??o no contexto de expans?o do Ensino Superior. O percurso te?rico-metodol?gico de an?lise adotado na pesquisa se fundamentou numa perspectiva cr?tica do objeto de estudo a partir de uma concep??o de totalidade, que pressup?e apreender as determina??es socioecon?micas e pol?ticas que incidem sobre a pol?tica de ensino superior e as condi??es de vida dos discentes do Programa de P?s-Gradua??o em Servi?o Social (PPGSS). As an?lises fundamentaram-se em pesquisa bibliogr?fica como base te?rico-metodol?gica da investiga??o, articulada com as reflex?es que resultaram dos dados emp?ricos da pesquisa de campo na perspectiva de apreens?o do objeto, em sua densidade hist?rica e num quadro de m?ltiplas determina??es. Do ponto de vista metodol?gico foram entrevistados 26 discentes e realizada an?lise documental referentes a leis e documentos da pol?tica educacional em n?vel federal e dos organismos internacionais. A luta por amplia??o do acesso ? universidade est? na agenda dos movimentos sociais no ?mbito da educa??o, no entanto na conjuntura dos governos de Luis In?cio Lula da Silva (2003 a 2010) e Dilma Rousseff (2011 a 2012) a tend?ncia tem sido seguir as orienta??es dos organismos internacionais e promover expans?o de vagas sem assegurar estrat?gias de perman?ncia compat?veis com as exig?ncias de excel?ncia acad?mica postas, por exemplo, na p?s-gradua??o. Discentes entrevistados acessam o ensino superior e os cursos de p?s-gradua??o e vivenciam dificuldades di?rias para atender com qualidade ?s exig?ncias acad?micas em face de suas condi??es materiais de vida e de trabalho e dos limites da pol?tica de assist?ncia estudantil que tem um perfil de programas e a??es localizadas

Made available in DSpace on 2014-12-17T15:46:29Z (GMT). No. of bitstreams: 1 NestorGDJ_DISSERT.pdf: 815149 bytes, checksum: 3535f029a2bde27c92cb3258eddb4466 (MD5) Previous issue date: 2013-11-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This paper discusses about the higher education in Brazilian society highlighting the struggle of the working class, as concerning the access to public universities, as well as highlights the contradictions implicit in social quotas adopted by Higher Education Institutions (HEIs) . The aim of this paper is on presenting the analysis of student assistance of the state universities in the Northeast that adopt quotas as social criteria of access for its students , presenting investigative locus as the following universities : UERN , UEPB , UPE and UNEAL . The paper presents the results of a qualitative study , based on a documentary analysis , based on dialectical and historical materialism in which she performed the reading of data from the following analytical categories: Higher Education, Social Quotas and Student Assistance. As main results, it is emphasized that the implementation of quotas as a means of access to higher education was not decisive for the form of planning and implementation of student assistance the university investigated; latent heterogeneity is that universities deal with actions to support student residence. And it is this heterogeneity and the variation in the conduct and understanding of student assistance , reflecting the lack of prioritization with the actions of the context of HEIs ; support programs are to stay focused on central campuses which are located the administrative offices of the universities, penalizing students enrolled in advanced units; also highlight that there is no link between the programs and projects related to student assistance with actions related to teaching, research and extension in universities investigated , which ultimately characterize the student assistance as an isolated action and punctual / O presente trabalho discorre acerca da educa??o superior na sociedade brasileira ressaltando a luta da classe trabalhadora, no que concernente ao acesso ? universidade p?blica, bem como destaca as contradi??es impl?citas nas cotas sociais adotadas pelas Institui??es de Ensino Superior (IES). O objetivo central deste trabalho constitui-se em apresentar a an?lise da assist?ncia estudantil das universidades estaduais do Nordeste que adotam as cotas sociais como crit?rio de acesso dos seus discentes, apresentando como l?cus investigativo as seguintes universidades: UERN, UEPB, UPE e UENAL. O trabalho apresenta os resultados de um estudo qualitativo, a partir de uma an?lise documental, baseado no materialismo hist?rico e dial?tico em que se realizou a leitura dos dados a partir das seguintes categorias anal?ticas: Educa??o superior, Cotas sociais e Assist?ncia estudantil. Como principais resultados, destaca-se que a implanta??o das cotas como mecanismo de acesso ? educa??o superior n?o tem sido determinante para a forma de planejamento e execu??o da assist?ncia estudantil nas universidades investigadas; ? latente a heterogeneidade com que as universidades lidam com as a??es de apoio ? perman?ncia discente. E ? esta heterogeneidade e a varia??o na forma de condu??o e entendimento da assist?ncia estudantil, que refletem a falta de prioriza??o com as a??es de apoio ? perman?ncia discente no contexto das IES investigadas; os programas de apoio ? perman?ncia s?o concentrados nos campi centrais onde se situam as sedes administrativas das universidades, penalizando os estudantes matriculados nas unidades avan?adas; Ainda destacamos que n?o h? articula??o entre os programas e os projetos vinculados ? assist?ncia estudantil com as a??es vinculadas ao ensino, pesquisa e extens?o nas universidades investigadas, o que acaba por caracterizar a assist?ncia estudantil como uma a??o isolada e pontual

Linha de pesquisa: Educa??o, Sujeitos, Sociedade, Hist?ria da Educa??o e Pol?ticas P?blicas Educacionais. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-04-06T18:41:40Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) warley_anderson_mota_santos.pdf: 6074589 bytes, checksum: 8ecf8691b4471b8e92316dbd35970699 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-04-09T19:19:04Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) warley_anderson_mota_santos.pdf: 6074589 bytes, checksum: 8ecf8691b4471b8e92316dbd35970699 (MD5) / Made available in DSpace on 2018-04-09T19:19:04Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) warley_anderson_mota_santos.pdf: 6074589 bytes, checksum: 8ecf8691b4471b8e92316dbd35970699 (MD5) Previous issue date: 2017 / O Brasil, constitu?do historicamente por desigualdades sociais e raciais, tem passado recentemente por um processo de formula??o de pol?ticas p?blicas com o objetivo de minimiz?-las. As lacunas que dificultam a viabilidade de acesso ?s condi??es igualit?rias entre os brasileiros ainda persistem, com caracter?sticas n?o mut?veis que se condicionam ao g?nero, etnia e/ou situa??o social. Essas condicionantes influenciam no acesso aos direitos e na integra??o social. ? nesse contexto que emergem as pol?ticas p?blicas de car?ter inclusivo, com proposi??es abarcadas pela necessidade de igualdade ao acesso de direitos e democratiza??o de oportunidades. Na Educa??o, em especial no Ensino Superior, a aplica??o de a??es afirmativas tem fortalecido a expans?o de oportunidades ?queles segmentos outrora exclu?dos. Dessa forma, os estudantes negros, ind?genas e os oriundos do sistema p?blico de ensino t?m, atualmente e, mediante a institui??o de sistemas especiais de ingresso e perman?ncia, conseguido aumentar as chances de concluir uma gradua??o. Nessa perspectiva, o presente estudo se prop?s a discutir e a investigar a Pol?tica de Assist?ncia Estudantil, sob a ?tica do Programa Bolsa Perman?ncia do Governo Federal, dirigido para o p?blico ind?gena e quilombola da ?rea de abrang?ncia do Instituto Federal do Norte de Minas Gerais - Campus Janu?ria. O referido programa se configura como importante mecanismo para combater as desigualdades sociais e despontou como um instrumento necess?rio para que, de fato, pudesse acontecer a democratiza??o do acesso e a perman?ncia desses jovens no ensino superior p?blico federal. Pretende-se, ao final, inteirar-se, com maior amplitude, da rela??o que se estabelece entre o Programa, os ind?genas e quilombolas benefici?rios e a institui??o, adentrando a quest?o da percep??o que o sujeito fim dessa a??o possui de si mesmo e do Programa, este ?ltimo como facilitador e promotor de sua perman?ncia nas gradua??es ofertadas pelo Campus. A metodologia escolhida para guiar a discuss?o e a obten??o dos dados desta pesquisa considera uma perspectiva explorat?ria com enfoque na abordagem quanti-qualitativa, sendo a aplica??o de um question?rio eletr?nico o principal m?todo de coleta. A apresenta??o dos resultados foi conduzida por meio de gr?ficos, tabelas e quadros comentados individualmente. Al?m disso, realizou-se uma an?lise qualitativa das informa??es, buscando compreender os elementos que extrapolam a uma l?gica objetiva contida nas respostas obtidas. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / Brazil, which has historically been constituted by social and racial inequalities, has recently been undergone a formulation process of public policies which aim at minimizing them. The gaps that drive to the viability of access to fair conditions among Brazilians have been persisting with non-mutable characteristics that are related to gender, ethnicity and social situation which in turn influence access to rights and social integration. It is in this context that governmental actions of an inclusive nature emerge, with proposals encompassed by the need for equality of access to rights and democratization of opportunities. In Education, especially in Higher Education, the application of affirmative actions has strengthened the expansion of possibilities to those previously excluded segments. In this way, through the institution of specialized systems of entrance and permanence, black students, indigenous students and those coming from the public education been able to increase the chances of completing a degree. In this respect, this research aimed to discuss and investigate the Student Assistance Policy, from the perspective of the Permanency Scholarship Program of the Federal Government for the indigenous and quilombola public of the Federal Institute of Northern Minas Gerais - Campus Janu?ria. This program has configured as an essential mechanism to combat social inequalities, and still to emerge as a necessary instrument for the democratization of access and permanence of these young people in higher education in public federal schooling systems. Thus, this research aims to find out, more broadly, the relationship which involves the Program, the indigenous and quilombola beneficiaries as well the institution. This study also approaches the question of the perception which the target subject of this action has about itself and the Program as a facilitator and a promoter of his/ her permanence in the graduations offered by the Campus. The methodology used to drive the discussion and the obtaining of the data in this research presents an exploratory perspective and has a focus on the quantitative-qualitative approach. The application of an electronic questionnaire was the main instrument used to produce data. The presentation of the results was carried out through graphs, tables, and charts commented individually. Besides, a qualitative analysis of the information was carried out, trying to understand the elements that extrapolate to an objective logic contained in the obtained answers.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-01-26T20:50:41Z No. of bitstreams: 1 KessiaRoseaneDeOliveiraFranca_DISSERT.pdf: 2018911 bytes, checksum: d14bf3e70447261c49af92b7ba2e64a7 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-02-01T19:27:13Z (GMT) No. of bitstreams: 1 KessiaRoseaneDeOliveiraFranca_DISSERT.pdf: 2018911 bytes, checksum: d14bf3e70447261c49af92b7ba2e64a7 (MD5) / Made available in DSpace on 2016-02-01T19:27:14Z (GMT). No. of bitstreams: 1 KessiaRoseaneDeOliveiraFranca_DISSERT.pdf: 2018911 bytes, checksum: d14bf3e70447261c49af92b7ba2e64a7 (MD5) Previous issue date: 2013-10-29 / A presente disserta??o analisa os Programas de Assist?ncia Estudantil executados no IFRN Campus Jo?o C?mara. Essa tem?tica vem ganhando relev?ncia no cen?rio nacional, em virtude da expans?o dos Institutos Federais ocorrida nos ?ltimos anos. No RN, por exemplo, observamos o crescimento do IFRN em v?rias regi?es do estado, privilegiando-se a interioriza??o das suas unidades. Nesse contexto, a Assist?ncia Estudantil se apresenta como um dos principais mecanismos viabilizadores das condi??es de perman?ncia dos estudantes na institui??o. Assim, nos propomos a refletir: qual a pol?tica de Assist?ncia Estudantil resultante da regulamenta??o operada nos ?ltimos anos pelo governo federal e, em particular, pelo IFRN? Em que medida as necessidades sociais dos estudantes com vistas ? perman?ncia com qualidade no Campus Jo?o C?mara s?o atendidas pelos programas? Quais as implica??es para o acesso aos programas a ado??o de crit?rios de elegibilidade baseados principalmente na renda econ?mica? A metodologia utilizada privilegiou a pesquisa bibliogr?fica e a revis?o da literatura, no intuito de apreender o estado da arte acerca da problem?tica estudada, bem como o aprofundamento das categorias anal?ticas que informam o objeto de estudo; a an?lise documental sobre a regulamenta??o da Assist?ncia Estudantil; a an?lise de dados secund?rios sobre o perfil socioecon?mico dos estudantes cadastrados e a realiza??o de entrevistas semiestruturadas junto aos estudantes participantes dos Programas de Assist?ncia Estudantil. A pesquisa apontou que o Campus Jo?o C?mara vem assegurando o acesso aos programas atrav?s de avalia??o socioecon?mica realizada pelo Servi?o Social, e que estes atendem demandas relacionadas ? alimenta??o escolar e ao custeio de despesas escolares diversas (atrav?s de repasse de aux?lio-financeiro). Dentre os estudantes inseridos, predominam aqueles cujas fam?lias sobrevivem com um sal?rio m?nimo, sendo que uma parcela ? oriunda de fam?lias benefici?rias do Programa Bolsa Fam?lia; os v?nculos de trabalho dos principais respons?veis financeiros s?o de baixa valoriza??o e remunera??o salarial; e parte representativa est? inserida no mercado informal de trabalho. Os estudantes entrevistados afirmam ser a Assist?ncia Estudantil um direito, mas revelam que se sentem privilegiados por terem sido inclu?dos, pois reconhecem que nem todos s?o inseridos nos programas. Ressaltam que os programas viabilizaram/melhoraram as condi??es objetivas para a continuidade dos estudos. O estudo revela, por um lado, importantes avan?os na Assist?ncia Estudantil, na medida em que, desde o in?cio das atividades acad?micas do Campus Jo?o C?mara, assegurou-se a oferta de programas na ?rea, bem como se registra a amplia??o dos recursos, ano a ano. Por?m, ? bastante forte a concep??o institucional de que o direito ? Assist?ncia Estudantil deve ser assegurado somente aos estudantes em condi??o de pobreza, por meio da seletividade e focaliza??o do acesso; com isso, mesmo com a amplia??o dos recursos, a oferta vem sendo insuficiente para o atendimento da real demanda. / This work analyzes Student Assistance Programmes performed at IFRN Campus Jo?o C?mara. This subject is gaining importance in the entire country due to the spread of the Federal Institutes since the last years. In the state of Rio Grande do Norte, we can observing the development of the Federal Institutes in many regions of that state, and emphasis being given to the fact that many of their units have been built on the countryside of the mentioned state. On this context, the Student Assistance Programmes present themselves as important mechanisms enabling many students to stay in these Institutes. Therefore, we decided to think of: What is the Student Assistance Policy resulting from the regulations made in recent years by the Federal Government and, in particular, by IFRN? To what extent the programmes meet the students? social needs regarding their stay at IFRN Campus Jo?o C?mara? What are the consequences of entering that programmes through the adoption of criteria based mainly on student's family income? The methodology used prioritized the bibliographical research and literature review in order to grasp the state of art regarding to the main issue studied in this work, as well as the further development of analytical categories that inform the object of the present work. The methodology, used in this dissertation, also took into consideration a documental analysis about the Student's Assistance regulation and the analysis of secondary data about the socioeconomic profile of registered students, as well as the implementation of interviews among students registered on Student Assistance Programmes. This research pointed out that the IFRN Campus Jo?o C?mara has been assuring access to the referred Programmes through socioeconomic assessment performed by Social Services and that they meet demands related to many school meals and funding of many school expenses (through a kind of financial aid). Among the students placed in the Student Assistance Programmes prevail the ones whose families survive with a minimum wage and a part of them receives money from the ?Bolsa Fam?lia? programme. The job contracts of main financial officers are of low value and their incomes are not good at all. A representative of them has entered in the informal labor market. The students interviewed claim to be a right the Student Assistance Programme, however, they reveal that they feel privileged to have been included in it, as they recognize that many students are not covered by that Programmes. One emphasized that they made possible and has improved conditions for the further development of the present studies. This study reveals, on one hand, important advances in the Student Assistance to the extent that from the beginning of the activities, the Campus Jo?o C?mara has ensured offer of some programmes in a specific area, as well as it has registered the improvement of resources at that Campus from year to year. On the other hand, it is a quite strong concept that the right to the Student Assistance should be available only to students in poverty through the selectivity and the targeting of access. That said, even with an increase in terms of resources, the courses' offer has been insufficient to meet the actual demand.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-20T23:07:58Z No. of bitstreams: 1 FabriciaDantasDeSouza_DISSERT.pdf: 1443695 bytes, checksum: 8fa1a4e00dd519e75904224a1b88416d (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-24T23:24:10Z (GMT) No. of bitstreams: 1 FabriciaDantasDeSouza_DISSERT.pdf: 1443695 bytes, checksum: 8fa1a4e00dd519e75904224a1b88416d (MD5) / Made available in DSpace on 2017-02-24T23:24:10Z (GMT). No. of bitstreams: 1 FabriciaDantasDeSouza_DISSERT.pdf: 1443695 bytes, checksum: 8fa1a4e00dd519e75904224a1b88416d (MD5) Previous issue date: 2016-08-31 / Este trabalho trata acerca do exerc?cio profissional do assistente social na Educa??o Superior, na perspectiva de demarcar a particularidade da dimens?o educativa na pol?tica de assist?ncia estudantil, executada no ?mbito das Institui??es Federais do Ensino Superior (IFES) no Rio Grande do Norte. A apreens?o e an?lise desse objeto constitui-se como o objetivo geral dessa disserta??o, na perspectiva de compreender a particularidade da dimens?o educativa nesse espa?o sociocupacional, a partir das a??es pedag?gico-interpretativas materializadas no contexto do atendimento aos educandos. Para tanto, mapeamos e caracterizamos as IFES do RN e localizamos a inser??o do Servi?o Social em seus quadros t?cnico-profissionais, identificando as condi??es objetivas e subjetivas de trabalho, bem como as a??es desenvolvidas pelos assistentes sociais, na perspectiva de apreender as a??es pedag?gico-interpretativas que particularizam a dimens?o educativa desenvolvidas no exerc?cio profissional do assistente social na assist?ncia estudantil. Nossa an?lise fundamenta-se no m?todo cr?tico-dial?tico, com a utiliza??o da pesquisa bibliogr?fica, documental e de campo, com abordagem de natureza essencialmente qualitativa, tendo como sujeitos de pesquisa 08 (oito) assistentes sociais que atuam diretamente na pol?tica de assist?ncia estudantil nas IFES do Estado, localizadas nas 04 (quatro) mesorregi?es do RN. Para a coleta de dados foram utilizados question?rios de pesquisa, encaminhados por meio eletr?nico ?s participantes contendo quest?es abertas e fechadas, que foram analisadas a partir da t?cnica de an?lise de conte?do. As an?lises realizadas revelaram que a dimens?o educativa do exerc?cio profissional est? presente no cotidiano profissional das participantes de maneira muito t?mida. O impedimento para a realiza??o de atividades educativas pode estar relacionado aos fatores de precariza??o das rela??es de trabalho nas IFES, decorrentes da sobrecarga de trabalho ou da dificuldade de atribuir ? pr?tica profissional o reverso da compet?ncia burocr?tica, determinada pela compet?ncia cr?tica da atua??o profissional. / This work is about the professional practice of social worker in higher education with a view to demarcating the particularity of the educational dimension in student assistance policy carried out in the framework of Federal Institutions of Higher Education (IFES) in Rio Grande do Norte. The seizure and analysis of this object is constituted as the general objective of this dissertation, in order to understand the peculiarity of the educational dimension that sociocupacional space, from the pedagogical-interpretative actions materialized in the context of service to students. Therefore, we mapped and characterized the RN IFES and locate the inclusion of social services in their technical and professional staff, identifying the objective and subjective conditions of work as well as the actions undertaken by social workers with a view to apprehending the pedagogical- actions interpretative that particularize the educational dimension developed in the professional practice of social workers in student assistance. Our analysis is based on the critical-dialectical method, with the use of literature, documentary and field, with essentially qualitative approach, having as research subjects eight (08) social workers who work directly in the student assistance policy in IFES State, located in 04 (four) RN mesoregions. For data collection survey questionnaires were used, forwarded electronically to participants with open and closed questions, which were analyzed from the content analysis technique. The analyzes revealed that the educational dimension of professional practice is present in the daily work of participants in a very shy way. The impediment to the realization of educational activities may be related to factors precariousness of labor relations in IFES, resulting from work overload or difficult to assign to professional practice the reverse of bureaucratic competence, determined by the critical competence of professional practice.