Made available in DSpace on 2016-03-22T17:26:36Z (GMT). No. of bitstreams: 1 ).pdf: 862892 bytes, checksum: 931e91afc4192c100b71d6d217f22ffb (MD5) Previous issue date: 2011-09-14 / This paper is the result of a study undertaken from 2009-2010 to analyze the perspectives of the residents of the Casa do Estudante (CEU) [Students‟ Home dormitory] at UFPel, about student assistance policies of the Federal University at Pelotas. It particularly focuses on students who participate in housing, transport and meal programs. Qualitative research was conducted, guided by a critical dialectical perspective. The research was conducted with 64 residents of the Student‟s Home at UFPel, corresponding to 30% of the residents. The principal tool was a semi-structured interview. The results indicate: the research subjects affirm that the student assistance programs represent a good opportunity to remain at the university and conclude college. Without the assistance they would not be able to finish. The students affirm that the programs are inclusionary policies that allow them to feel supported because of access to the university and new opportunities for social, political, cultural and intellectual ascension. They believe that the social assistants responsible for the programs need more time for interaction with the users. References were identified in the statements referring to the expansion of student housing, and the construction of another student house, something that they see to be a remote possibility. They emphasize that there should be an increase in the number of buffets and a reduction in the number of students in the lines at the university restaurant so that students can return to their activities more quickly. They support the need to expand the student assistance policies and the number of openings in the program due to the increase in the number of openings at UFPel. Most characterize student assistance as a form of help and support, while emphasizing that it is a responsibility of the State, a social right of students to remain inserted in a public university and conclude their courses / Este estudo resulta de uma pesquisa desenvolvida no período de 2009 e 2010, cujo objetivo é analisar a concepção dos moradores da Casa do Estudante (CEU) da UFPel, sobre as Políticas de Assistência Estudantil da Universidade Federal de Pelotas. Enfoca particularmente os alunos participantes dos programas de moradia, transporte e alimentação. Pesquisa de natureza qualitativa, norteia-se pela perspectiva crítica dialética. O processo investigativo, realizado com 64 moradores da Casa do Estudante da UFPel, correspondente a 30% do total de moradores, usou, como principal instrumento, a entrevista semiestruturada. Os resultados indicam: na concepção dos sujeitos da pesquisa, os Programas de Assistência Estudantil representam grande oportunidade para permanecer na Universidade e concluir um Curso Superior. É a alternativa principal, sem ela não teriam condições de concluir o curso. Os estudantes consideram que os programas revertem-se em políticas inclusivas, permitindo sentirem-se apoiados para terem acesso à Universidade e novas oportunidades de ascensão social, política, cultural e intelectual. Consideram necessário que os assistentes sociais responsáveis pelos programas disponibilizem mais tempo para interação com os usuários. Percebe-se, nas falas referentes à ampliação da moradia estudantil, com a construção de nova casa, uma expectativa remota sem muito crédito segundo eles. Salientam dever aumentar o número de Bufês e diminuir o número de alunos nas filas do Restaurante Universitário (RU) para os estudantes retornarem às suas atividades acadêmicas em tempo hábil. Ratificam a necessidade de ampliar as Políticas de Assistência Estudantil e o número de vagas nos programas devido ao aumento de vagas na UFPel. A maioria caracteriza a Assistência Estudantil como ajuda, apoio e poucos a ressaltam como um dever do Estado, direito social dos estudantes de se manterem inseridos numa Universidade pública e concluírem o curso

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2016-08-25T22:23:36Z No. of bitstreams: 1 GISELA2.pdf: 3610929 bytes, checksum: 92c6ce26ead483046230da7265a5ab96 (MD5) / Made available in DSpace on 2016-08-25T22:23:36Z (GMT). No. of bitstreams: 1 GISELA2.pdf: 3610929 bytes, checksum: 92c6ce26ead483046230da7265a5ab96 (MD5) Previous issue date: 2015-09-25 / This work, initially based on the analysis of some documents related to the current Brazilian educational legislation aims to develop an investigation about the applicability of the student assistance within the Federal Institute of Education, Science and Technology of São Paulo (IFSP). Based on the right to education of every citizen, which our Constitution guarantees, the Government created in 2010, the National Student Assistance Program (PNAES). Supported by this Program, the IFSP created in 2011, the Student Assistance Program (SAP), giving validity and continuity to the actions developed in Campi to minimize evasion and school failure, in order to ensure the permanence of the students in that Institute. Although SAP has been implemented in all Campi of IFSP, this work aims to analyze and study specifically the Campus Cubatão, located in the Santos region because, among others, this has been the first decentralized unit of the Federal Institutes of the country. In this study, our goal is to analyze the operating structure of the IFSP with the specific intention of investigating the Campus of Cubatão. Also checking the Social Vulnerability issues found in this renowned institution and investigating the actions of PAE born of PNAES, observing the applicability of this program based on the principle of Active Gratuity and the right to education of every citizen. Therefore, we use fundamentally, not only the aforementioned legislation, but also the principle Melchior´s Active Gratuity (2011) and the concept of social vulnerability proposed by Alves (1994) and Abramovay (2002). / Este trabalho realizado, inicialmente, com base na análise de alguns documentos referentes à legislação educacional brasileira vigente tem por objetivo desenvolver uma investigação acerca da aplicabilidade da Assistência Estudantil dentro do Instituto Federal de Educação, Ciência e Tecnologia de São Paulo (IFSP). A partir da questão do Direito à Educação de todo cidadão, que está garantido em nossa Constituição Federal, o governo elaborou, no ano de 2010, o Programa Nacional de Assistência Estudantil (PNAES). Respaldados nesse Programa, o IFSP criou, em 2011, o Programa de Assistência Estudantil (PAE), dando validade e continuidade às ações desenvolvidas nos Campi para minimizar a evasão e o fracasso escolar, com vistas a garantir a permanência dos educandos no referido Instituto. Embora o PAE tenha sido implementado em todos os Campi do IFSP, no decorrer do presente trabalho analisamos e estudamos, exclusivamente, o Campus Cubatão, localizado na região da Baixada Santista devido a, dentre outros fatores, ter sido a primeira unidade descentralizada dos Institutos Federais do país. Assim, neste estudo, temos como objetivo analisar a estrutura de funcionamento do IFSP com o intuito específico de investigar o Campus de Cubatão, verificar as questões de Vulnerabilidade Social encontradas na destacada instituição, averiguar as ações do PAE que nascem do PNAES, observar a aplicabilidade desse programa com base no princípio da Gratuidade Ativa e do Direito à Educação de todo cidadão. Para tanto, utilizamos, fundamentalmente, além da legislação já mencionada, o princípio da Gratuidade Ativa de Melchior (2011) e o conceito de Vulnerabilidade Social proposto por Alves (1994) e por Abramovay (2002).

ALVES, Elaine Jesus. Avaliação do Programa Bolsa Permanência na Universidade Federal de Tocantins, Campus de Palmas. 2010. 197f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Avaliação de Políticas Públicas, Fortaleza (CE), 2010. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2013-09-30T11:34:15Z No. of bitstreams: 1 2010-DIS-EJALVES.pdf: 2041981 bytes, checksum: 1d0b65fde3a8e872deddc1ae29819800 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2013-09-30T16:45:47Z (GMT) No. of bitstreams: 1 2010-DIS-EJALVES.pdf: 2041981 bytes, checksum: 1d0b65fde3a8e872deddc1ae29819800 (MD5) / Made available in DSpace on 2013-09-30T16:45:47Z (GMT). No. of bitstreams: 1 2010-DIS-EJALVES.pdf: 2041981 bytes, checksum: 1d0b65fde3a8e872deddc1ae29819800 (MD5) Previous issue date: 2010 / Esta dissertação, de caráter qualitativo e quantitativo, trata da avaliação do programa Bolsa Permanência na Universidade Federal do Tocantins, no Campus de Palmas. O programa compõe a política de assistência estudantil da UFT e visa conceder ajuda financeira por meio de bolsas a alunos de baixo poder aquisitivo. A pesquisa tem como discussão central a assistência estudantil como direito à inclusão das camadas populares à educação superior. Foram discutidos também conceitos de pobreza e exclusão social. A pesquisa bibliográfica levantou títulos que discutem ainda a avaliação de políticas públicas no Brasil e o contexto político e econômico em que se deu a expansão do ensino superior nas ultimas décadas. A estratégia metodológica escolhida articulou dados quantitativos e qualitativos em prol de obter uma análise profunda da realidade observada, dentro do seu contexto. Assim, foram levantados dados econômicos, políticos e culturais sobre o estado do Tocantins e a Universidade Federal do Tocantins. Também foram realizadas pesquisa documental e entrevistas com os gestores e técnicos do Programa Bolsa Permanência, com o objetivo de reconstruir a trajetória do programa na instituição. A pesquisa de campo envolveu ainda o levantamento do perfil sócio-econômico dos bolsistas com a aplicação de questionários semiabertos com questões relacionadas à identificação do bolsista, dados sobre sua vida acadêmica e a contribuição que o programa teve na permanência desse aluno na universidade. Do universo de 84 bolsistas que participaram do programa entre 2007 e 2008, 26 responderam aos questionários. Os dados revelaram que os bolsistas na sua maioria são jovens, solteiros, não moram com a família, são provenientes de escola pública e possuem renda familiar de até três salários mínimos. Para levantar dados sobre as implicações que o programa teve na vida do bolsista referente às condições de permanência e sócio-econômicas, foram realizadas entrevistas abertas com dez bolsistas entre os que responderam os questionários. Os resultados apontaram que o programa Bolsa Permanência tem contribuído em parte para a permanência dos alunos na instituição. Os bolsistas apontaram outras ações de assistência estudantil, como a construção e manutenção de restaurantes universitários, casa do estudante, quadras esportivas e locais de convivência no campus como necessários para o atendimento efetivo aos alunos de baixo poder aquisitivo da UFT.

Made available in DSpace on 2017-07-10T18:17:55Z (GMT). No. of bitstreams: 1 Kleber Rodrigo Durat.pdf: 1707684 bytes, checksum: 6eabda24d3d18ef54caf3e1e30b40e09 (MD5) Previous issue date: 2015-12-18 / As far as the capitalist bourgeois State is concerned, it is possible to affirm that the so-called capitalist System has been targeting actions aiming the constant pursuit for profit, which enters all aspects of social life of the working class. Social policies are the locus of attention of the government, considering the fact that its actions result from conflict and ideological disruption between the bourgeoisie and the proletariat. From such a perspective, the appropriation of social policies with profitable ends, by the government, impairs the unequal logic presented by the capitalist society. It is, thus, from that point of interests that the bourgeoisie drives the society ideology seeking the generation of profit and the maintenance of the capitalist system. Educational policies, mainly those concerning higher education, are the field where leading changes over the formation of educational parameters are taking place, making education increasingly fit for the working market interests in opposition to a formation concerned with the life and preparation of human beings. Actions in the Brazilian social policies scenario are alike. A minimum population benefits from programs, usually the most vulnerable portion in poverty conditions or the people who might give Capital profit in return. One of Brazilian s Government strategies to attend the market demands for qualified work force is the massive insertion of the working class into the higher education. Through programs such as the National Program of Student Assistance (PNAES), government has sought to assure that students in major socioeconomic vulnerability situation achieve to finish undergraduate programs in Federal Higher Education Institutions (IFES) by means of transferring financial resources and investing in interdisciplinary actions within Universities. The present work aims thus to analyze PNAES student assistance actions within the Federal University of Technology Paraná (UTFPR) through Scholarship Programs and their impact in diminishing academic evasion at UTFPR Francisco Beltrão Campus. By means of bibliographical and documental research in law-papers, decrees, institutional documents, and mainly students application forms and data form UTFPR s informational system we were able to lay information systematically in order to analyze them in three distinct but inseparable moments, which resulted in the three chapter of this work. The first chapter presents the creation of social policies and the relation between the bourgeois State and actions performed in the production and reproduction of the working class life. The second chapter aims to present the sequence to the understanding of the bourgeoisie intentions to conduce social ideology mainly that which concerns educational policies. As we comprehend the ways of education, the third chapter presents the analysis of UTFPR s student assistance in order to evaluate if actions taken from 2008 to 2012 effectively contributed to the permanence of students in the institution and to the decreasing of evasion from Francisco Beltrão Campus as well. / Na compreensão do Estado capitalista burguês, permite-se afirmar que o sistema tem investido em ações na busca incessante da lucratividade, adentrando todos os aspectos da vida social da classe trabalhadora. As políticas sociais são o lócus de atenção do Estado, tendo em vista que suas ações são resultantes do conflito e da disputa ideológica empreendida pela burguesia e o proletariado. Nessa perspectiva, a apropriação das políticas sociais, por parte do Estado, para fins lucrativos torna-se um imperativo frente à lógica desigual que a sociedade capitalista apresenta. É nesse ponto de interesses que a burguesia toma para si o direcionamento ideológico da sociedade, buscando a geração de lucros e a perpetuação do sistema capitalista. É na política de educação e, principalmente, na educação de ensino superior que têm acontecido as principais mudanças na formatação dos parâmetros educacionais, tornando a educação voltada cada vez mais aos interesses do mercado de trabalho, despreocupada com a formação de seres humanos para a vida. No cenário das políticas sociais brasileiras, essas ações não são diferentes. Atende-se apenas ao mínimo da população, geralmente àquela parcela com maior vulnerabilidade e situações de pobreza ou então àquela que traga uma devolutiva lucrativa ao capital. Uma das estratégias utilizadas pelo Estado brasileiro para atender à demanda por mão-de-obra qualificada para atuar no mercado de trabalho é a inserção massiva da classe trabalhadora no ensino superior. Por meio do Programa Nacional de Assistência Estudantil (PNAES), o governo tem buscado garantir que os estudantes em maior vulnerabilidade socioeconômica concluam sua graduação nas Instituições Federais de Ensino Superior (IFES), por meio de transferência de recursos e disponibilidade de ações interdisciplinares nas universidades. O presente trabalho tem por objetivo analisar as ações de assistência estudantil previstas no (PNAES) e seus impactos na diminuição da evasão acadêmica na Universidade Tecnológica Federal do Paraná (UTFPR), campus de Francisco Beltrão, com a mplantação do Programa Bolsa Permanência da UTFPR. Por meio de pesquisa bibliográfica, levantamento de informações em leis, decretos, portarias e principalmente levantamento de dados junto aos cadastros dos estudantes e o sistema informacional da UTFPR, foi possível sistematizar as informações. A partir dessa sistematização, foram desenvolvidos três momentos distintos, mas indissociáveis, que resultaram em três capítulos deste trabalho. O primeiro momento trata da construção das políticas sociais e a relação do Estado burguês com as ações realizadas na produção e reprodução da vida da classe trabalhadora. No segundo momento, busca-se dar sequência ao entendimento das intenções da burguesia na condução da ideologia social, principalmente a ideologia aplicada na política de educação. Com base no entendimento dos caminhos da educação, o terceiro momento objetiva analisar a assistência estudantil, empregada na UTFPR, avaliando se as ações desenvolvidas pela universidade no período de 2008 a 2012 contribuíram para a permanência na UTFPR e para a diminuição da evasão no campus de Francisco Beltrão.

The purpose of this phenomenological qualitative study was to explore the lived experiences of school counselors who address the mental health needs of students through at least one of the following educational evidenced-based programs: Positive Behavior Intervention and Supports, Response to Intervention, Restorative Practices, and Student Assistance Program. EBPs have evolved as a staple of quality educational programming with a focus on best practices, data, and accountability. Over the past several decades, school counselors have struggled to demonstrate efficiency, accountability, and transparency consistently in counseling outcomes (Generali, Foss-Kelly, & McNamara, 2013). Recent literature in school counseling embraces the movement toward evidenced based practices to urge counselors to demonstrate their capacity for leadership, advocacy, and accountability (Cressey, Whitcomb, McGilvray-Rivet, Morrison, & Shander-Reynolds, 2014; Goodman-Scott, Betters-Bubon, & Donohue, 2015). Six significant themes emerged through data analysis: 1) Cultivating advocacy and leadership skills; 2) Recognizing benefits of EBP integration; 3) Being frontline in mental health as personal-social domain dominates school counselor role; 4) Collaborating and consulting with school and community stakeholders; 5) Needing supportive environment to promote mental wellness; and 6) Navigating EBP implementation challenges. Findings from this study suggest that promoting mental wellness using EBPs is conducive to address the personal social needs of students. Moreover, the school counselor participants indicated that the EBPs reviewed were valuable school reform models as the EBPs address students’ mental health needs. The findings also suggest that school counselors, as key educational stakeholders, should be included in the discourse of EBP advancement, execution, and assessment.

Submitted in accordance with the requiremerts for the degree of Doctor of Philosophy (D. Phil) in the subject Psychology in the FACULTV OF ARTS at the UNIVERSllY OF ZULULAND, 2006. / The study investigates counselling interventions used by staff at the Centre for Guidance and Counselling (CGC) from 1977 to 2006. Both location and situation of the University of Zululand (Unizul) in the rural north coast of KwaZulu-Natal, where poverty and political intolerance once reigned, presents unique challenges to students and staff, particularly the Student Representative Council (SRC) and Management. A number of significant discoveries were made as revealed by research techniques used i.e. narratives, selected qualitative and quantitative research methods and case studies. After the 1976 national riots and communication breakdown between students and management, the University established a department to serve as a communication conduit between the two structures (Bengu, 2005). It is with that background that the Student Services Department (SSD) was conceived at Unizul. In spite of interruptions and difficulties from one period to another, there is evidence of hard work from previous headships. Unforeseen circumstances in each case prevented formal hand over. It is only recently, in 2003 that Unizul began to make provisions for change management strategy. For the purposes of this study a survey on student experiences on campus life was conducted. From randomly selected members of the university community it is concluded that, all is not well with student life at Unizul. Further, attitudes of students and staff in Student Services Department (SSD) were explored as they impact on service delivery (Ludeman, 1998; 1997; Worthen, 1987). The genera! view is that problems of de-motivation and academic indifference, political intolerance and domination, mob spirit and group-think are excessive between and amongst students. Student politics rules student affairs. Executive appointments in sports, societies and clubs are dominated by political placements of individuals that serve interests of political groupings. Over the years, the operations of the SRC, Student Parliament and Senate, All Sports and Student Housing Committees have taken political stands. By accommodating and sometimes nursing political squabbles of students, management and staff are perceived to be aligned to one of two main political rivals in the country. SSD is faced with an ongoing responsibility of diffusing tensions to establish a healthy working relationship amongst students, and also between student governing structures and management. The University is faced with challenges of normalizing conditions to enable effective teaching and learning to take place. A systematic, multi-pronged approach to deal with problems of political intolerance and domination, poverty and academic indifference is recommended. As problems will not vanish on their own, a need for an effective, well-thought management strategy and psychological intervention are strongly recommended.

No description available.

The purpose of this study is to tell the story of how four peer helpers within the Unisa Peer Help Volunteer Programme managed their portfolio development processes to monitor their growth and development which took place as a result of their involvement in peer helper activities. The epistemological framework of this study is interpretive and involved in-depth interviews with four peer helpers who rendered volunteer services at the University of South Africa and have been developing their career portfolios over a period of time. Hermeneutics was the method used to analyse the data. The stories of the four participants were transcribed and retold by the researcher in the form of themes that emerged. This study contained the stories of how the participants initially struggled to understand the concept and purpose of portfolios; how they took charge of the process; and how their attitudes changed from uncertainty and confusion to viewing the process as worthwhile - thus enabling them to commit themselves, to varying degrees, to the development of their individual portfolios. Recurring themes present in all four stories were described in the researcher's story of the participants' stories. The information generated by this study could serve as guidelines for not only peer helpers interested in developing their own portfolios, but also for project leaders involved in the management of peer helper groups and who plan to implement portfolios in their programmes. / Psychology / M.A. (Psychology)

Quality and effective student support service (SSS) is a critical demand in the ever-changing landscape of distance education. It is common knowledge that distance education students need continuous support during their studies in order to cope with academic demands while attending to other key activities. This study set out to evaluate the implementation of SSS at the Namibia University of Science and Technology Centre for Open and Lifelong Learning (NUST COLL) at different regional centres across Namibia. The objectives of the study were to: identify problems and challenges experienced with the current implementation of SSS, determine the needs of the distance students and propose recommendations for the improvement of SSS at the regional centres. In an attempt to realise the objectives of the study, the study incorporated both quantitative and qualitative research design to collect data, by making use of questionnaires, open-ended questions and interviews. The participants included 8 regional coordinators (RC) who were purposively selected and 109 distance students who were selected through stratified and convenience sampling techniques from seven COLL regional centres. It was evident from the findings that most students opted for distance education as it allows them to work and study. Furthermore, many students have been studying for many years without getting any qualification. While NUST was providing different SSS, the findings brought to light some challenges such as the shortage of technological tools, understaffed regional centres, and unavailability of support services on weekends and public holidays and lack of collaboration between marker-tutors, lecturers and regional face-to-face tutors. It is proposed that the current model of SSS should be redesigned to respond to challenges facing distance education students at the regional centres. A model for implementation of SSS was developed to pave the way for effective implementation geared towards reducing the dropout rates and increase success rates. Key terms: Implementation of student support services, technological tools, model for implementation, regional coordinators, academic demands, increase success rates, regional centres, distance education, regional centres, and dropout rates. / Educational Leadership and Management / D. Ed. (Education Management)

The purpose of this study is to tell the story of how four peer helpers within the Unisa Peer Help Volunteer Programme managed their portfolio development processes to monitor their growth and development which took place as a result of their involvement in peer helper activities. The epistemological framework of this study is interpretive and involved in-depth interviews with four peer helpers who rendered volunteer services at the University of South Africa and have been developing their career portfolios over a period of time. Hermeneutics was the method used to analyse the data. The stories of the four participants were transcribed and retold by the researcher in the form of themes that emerged. This study contained the stories of how the participants initially struggled to understand the concept and purpose of portfolios; how they took charge of the process; and how their attitudes changed from uncertainty and confusion to viewing the process as worthwhile - thus enabling them to commit themselves, to varying degrees, to the development of their individual portfolios. Recurring themes present in all four stories were described in the researcher's story of the participants' stories. The information generated by this study could serve as guidelines for not only peer helpers interested in developing their own portfolios, but also for project leaders involved in the management of peer helper groups and who plan to implement portfolios in their programmes. / Psychology / M.A. (Psychology)