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O presente trabalho aborda a questão da educação e políticas públicas. O objetivo é avaliar os impactos e contribuições do Programa de Assistência Estudantil no desenvolvimento dos discentes do IFTO Campus Araguatins/TO sob a perspectiva dos contemplados pelo programa. A educação é compreendida como um instrumento para promover o crescimento e reduzir a pobreza. Recentemente o investimento no educando tem sido cogitado e desenvolvido a fim de contribuir para o crescimento não só intelectual, mas também físico, psicológico e social. Neste panorama, surge o Programa de Assistência Estudantil com objetivo de garantir a inclusão e permanência dos alunos que apresentam vulnerabilidade socioeconômica. Neste sentido, é relevante entender o processo de educação, das políticas públicas e por fim conhecer os resultados da implantação do programa no IFTO Campus Araguatins/TO. Para atingir os objetivos, foi realizada uma pesquisa por meio de aplicação de questionários com perguntas abertas e fechadas aos 280 alunos, o que corresponde a 100%, ou seja, todos os alunos contemplados pelo programa PNAES no ano de 2012. A pesquisa caracterizou-se como exploratória, sendo utilizados métodos de abordagem quantitativa e qualitativa. Quanto ao delineamento a pesquisa foi documental seguida de pesquisa de campo e de levantamento. Os resultados obtidos mostram a grande importância do programa na mudança positiva na vida dos estudantes. Os mesmos afirmam a amplitude de desenvolvimento no aspecto financeiro, bem como educacional, pois depois da inclusão sentiram-se motivados a darem continuidade aos estudos. / This paper addresses the issue of education and public policy. The objective is to evaluate the impacts and contributions Student Assistance Program in the development of students of Campus IFTO Araguatins / TO from the perspective of the contemplated program. Education is understood as an instrument to promote growth and reduce poverty. Recently the investment in schooling has been considered and developed in order to contribute to the growth not only intellectual, but also physical, psychological and social. In this scenario, there is the Student Assistance Program in order to ensure the inclusion and retention of students who have socioeconomic vulnerability. In this sense, it is relevant to understand the process of education, public policy and finally know the results of the implementation of the program in IFTO Campus Araguatins / TO. To achieve the objectives, a survey was conducted through questionnaires with open and closed questions to 280 students, which corresponds to 100%, ie all students covered by the program PNAES in 2012. The study was characterized as exploratory, being used methods of quantitative and qualitative approach. Regarding the research design was followed by documentary research and field survey. The results show the importance of the program in positive change in the lives of students. They claim the breadth of development in the financial aspect, as well as educational, because after inclusion felt motivated to build on the studies.

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).

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.