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Étude comparative de l'accrochage scolaire des enfants placés en France et en Angleterre : la suppléance familiale à l'épreuve de la question scolaire / Comparative survey on the looked after children school persistence in England and France : education as a challenge for corporate parentingDenecheau, Benjamin 06 December 2013 (has links)
Les recherches sur les enfants placés par les services sociaux indiquent qu'ils ont des difficultés scolaires plus fréquentes et plus importantes que le reste de la population. Cette recherche comparative entre la France et l'Angleterre se concentre sur les accueils en établissement : la suppléance familiale est ici exercée par une équipe de professionnels. Nous analysons cette reconfiguration sociale et familiale afin de mieux appréhender les logiques et les processus qui sous-tendent les parcours scolaires des enfants placés et leur accompagnement dans le cadre du placement. Notre approche, interactionniste, adopte une démarche compréhensive qui permet d'affiner l'analyse et donc les connaissances sur la population, et notamment de comprendre pourquoi certains réussissent malgré le cumul des difficultés rencontrées. Nous nous appuyons sur le concept d'accrochage scolaire comme le point culminant d'un ensemble de processus longs et complexes qui se combinent entre eux. La partie principale de notre corpus est composée d'une centaine d'entretiens individuels et semi-dirigés et d'observations participantes menées sur plusieurs mois au sein de huit établissements en France et en Angleterre. Cette recherche permet d'avoir une meilleure compréhension de ce nouveau cadre de socialisation. Nous étudions les pratiques des professionnels, leur investissement sur la question scolaire et sur l'élaboration des projets professionnels. Le placement tend à confirmer et consolider les carrières scolaires des jeunes dès leur entrée dans la prise en charge et à entretenir les inégalités scolaires par sa structure et par des modes de socialisation éloignés des modes scolaires. / Research has regularly pointed at the poor achievement of Looked after children in comparison with the rest of the population. This comparative research between France and England focuses on residential care: the main dimensions of parenting are attributed to a team composed of professionals. We analyse this social and family reconfiguration in order to apprehend the logic and processes which underlie the educational pathways of children in care and their support when under care. Our interactionist approach uses a comprehensive methodology in order to enhance the analysis and the knowledge on this population, particularly to understand why some of these children achieve success at school despite the accumulation of difficulties. We develop the concept of school persistence as the peak of a set of long and complex processes which are combined. The main part of our data is obtained through a hundred of semi-structured face-to-face interviews and observation work into eight long-term children's home over a period of several months. This research improves the understanding on this organization as a new frame of socialization. We study the practices of, their commitment in education and towards the development of professional perspectives for children. Care in children's homes tends to confirm and reinforce the children's underachievement from the beginning of the care placement in the sense that it maintains educational inequalities due to its structure and socialization processes that are distant from those which can be observed at school.
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Some Structural Changes in Educational Enrolment and Attainment Levels within the Female Population of South Africa (2004-2007).Ramaipato, Nkutloeleng Mary Corda. January 2010 (has links)
<p>The purpose of this thesis is to investigate patterns in educational enrollment and attainment in educational levels among women in South Africa. Some evidence from the literature suggest a slow increase in women&rsquo / s education and employment opportunities in South Africa. However, little is known about the way in which this slow pattern reflects at all levels and fields of education with special reference to the female population in South Africa. The thesis aims at examining changes of attainment in women&rsquo / s education from a sociodemographic perspective between 2004 and 2007. Factors affecting women&rsquo / s education in South Africa are also considered as they play major roles in women&rsquo / s enrollment and completion at school. The study focuses on women through different social and demographic attributes, by taking account of variables such as age, education attainment, geographic areas, population group to name but a few. All educational institutions are covered and two female groups are considered, women at school and women who left school. The study makes use of already existing data from General Household Survey conducted in 2004 and 2007 respectively, to bring some comparative perspective. The scope of the study is national in that, all the nine provinces are covered making distinction of rural and urban areas.</p>
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Effects of Social Exclusion and Inclusion on Basic Needs Satisfaction, Self-Determined Motivation, the Orientations of Interpersonal Relationships, and Behavioural Self-RegulationRicard, Nathalie 31 May 2011 (has links)
How does the satisfaction (or the lack of satisfaction) of the innate need to have meaningful interpersonal relationships affects behavioural self-regulation? How does having/lacking interpersonal relatedness impact one’s perception of future interpersonal relationships? This doctoral dissertation aimed to answer these two fundamental questions by integrating the views of two complementary theories, need to belong theory (NBT; Baumeister & Leary, 1995) and self-determination theory (SDT; Deci & Ryan, 1985, 2000). Using a series of two laboratory experiments and one longitudinal study, this thesis examined the effects of social exclusion and inclusion on satisfaction of basic psychological needs, self-determined motivation, and self-regulation of behaviours. In Study 1 (N=72), social exclusion and inclusion were manipulated in order to examine their effects on the satisfaction of the three basic psychological needs proposed by SDT, that is the needs for autonomy, competence, and relatedness. Findings from this first experiment revealed that social exclusion decreases satisfaction of the three needs, whereas social inclusion increases satisfaction of these needs when compared to the control condition. Furthermore, significant differences were found between the exclusion condition and the inclusion condition for the reported levels of satisfaction of the needs for competence and relatedness. The effects of social exclusion and inclusion on basic needs satisfaction were further investigated in Study 2 (N=70); also, the second study examined how self-determined motivation and behavioural self-regulation are affected. More specifically, it tested whether participants’ persistence at a laboratory task, as well as their intentions for a future peer interaction (intentions to compete against a peer participant and intentions to collaborate with a peer participant) are influenced by social exclusion and inclusion, through the meditating effects of basic needs satisfaction and self-determined motivation. The results suggested that social exclusion, via the effects of basic needs and motivation decreases peer collaboration, whereas social inclusion was shown to have an opposite effect on peer collaboration. The effect of condition via the mediating effects of basic needs satisfaction and motivation failed to predict persistence at the task and peer competition. Lastly, Study 3 (N=624) assessed naturally occurring social exclusion and inclusion in a population of junior high school students. This third study investigated the independent contributions of SDT and NBT in the prediction of academic motivation and high school dropout. Peer relatedness, perceived needs support from parents, and perceived needs support from teachers were examined as potential predictors of academic motivation and high school dropout. Findings suggested that peer relatedness plays an important role in the prediction of academic motivation, but, that perceived needs support from parents and perceived needs support from teachers are stronger predictors of that outcome. Results from this study also revealed that peer relatedness contributes to the prediction of high school dropout, beyond what can be explained by academic motivation, perceived needs support from parents, and perceived needs support from teachers. However, perceived needs support from parents was shown to be the most essential predictor of high school dropout. In sum, findings from this doctoral dissertation suggested that social exclusion has detrimental effects on one’s motivation and behavioural self-regulation. In contrast, social inclusion fosters social support which promotes satisfaction of the basic psychological needs, self-determined motivation, and successful self-regulation. This doctoral thesis contributed to the application of SDT and NBT by comparing elements of the two complementary frameworks. It also offered an original contribution to research on social exclusion and inclusion by examining their impacts on self-determined motivation, and basic needs satisfaction, as well as testing them in both the laboratory setting and the natural setting.
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Effects of Social Exclusion and Inclusion on Basic Needs Satisfaction, Self-Determined Motivation, the Orientations of Interpersonal Relationships, and Behavioural Self-RegulationRicard, Nathalie 31 May 2011 (has links)
How does the satisfaction (or the lack of satisfaction) of the innate need to have meaningful interpersonal relationships affects behavioural self-regulation? How does having/lacking interpersonal relatedness impact one’s perception of future interpersonal relationships? This doctoral dissertation aimed to answer these two fundamental questions by integrating the views of two complementary theories, need to belong theory (NBT; Baumeister & Leary, 1995) and self-determination theory (SDT; Deci & Ryan, 1985, 2000). Using a series of two laboratory experiments and one longitudinal study, this thesis examined the effects of social exclusion and inclusion on satisfaction of basic psychological needs, self-determined motivation, and self-regulation of behaviours. In Study 1 (N=72), social exclusion and inclusion were manipulated in order to examine their effects on the satisfaction of the three basic psychological needs proposed by SDT, that is the needs for autonomy, competence, and relatedness. Findings from this first experiment revealed that social exclusion decreases satisfaction of the three needs, whereas social inclusion increases satisfaction of these needs when compared to the control condition. Furthermore, significant differences were found between the exclusion condition and the inclusion condition for the reported levels of satisfaction of the needs for competence and relatedness. The effects of social exclusion and inclusion on basic needs satisfaction were further investigated in Study 2 (N=70); also, the second study examined how self-determined motivation and behavioural self-regulation are affected. More specifically, it tested whether participants’ persistence at a laboratory task, as well as their intentions for a future peer interaction (intentions to compete against a peer participant and intentions to collaborate with a peer participant) are influenced by social exclusion and inclusion, through the meditating effects of basic needs satisfaction and self-determined motivation. The results suggested that social exclusion, via the effects of basic needs and motivation decreases peer collaboration, whereas social inclusion was shown to have an opposite effect on peer collaboration. The effect of condition via the mediating effects of basic needs satisfaction and motivation failed to predict persistence at the task and peer competition. Lastly, Study 3 (N=624) assessed naturally occurring social exclusion and inclusion in a population of junior high school students. This third study investigated the independent contributions of SDT and NBT in the prediction of academic motivation and high school dropout. Peer relatedness, perceived needs support from parents, and perceived needs support from teachers were examined as potential predictors of academic motivation and high school dropout. Findings suggested that peer relatedness plays an important role in the prediction of academic motivation, but, that perceived needs support from parents and perceived needs support from teachers are stronger predictors of that outcome. Results from this study also revealed that peer relatedness contributes to the prediction of high school dropout, beyond what can be explained by academic motivation, perceived needs support from parents, and perceived needs support from teachers. However, perceived needs support from parents was shown to be the most essential predictor of high school dropout. In sum, findings from this doctoral dissertation suggested that social exclusion has detrimental effects on one’s motivation and behavioural self-regulation. In contrast, social inclusion fosters social support which promotes satisfaction of the basic psychological needs, self-determined motivation, and successful self-regulation. This doctoral thesis contributed to the application of SDT and NBT by comparing elements of the two complementary frameworks. It also offered an original contribution to research on social exclusion and inclusion by examining their impacts on self-determined motivation, and basic needs satisfaction, as well as testing them in both the laboratory setting and the natural setting.
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Some Structural Changes in Educational Enrolment and Attainment Levels within the Female Population of South Africa (2004-2007).Ramaipato, Nkutloeleng Mary Corda. January 2010 (has links)
<p>The purpose of this thesis is to investigate patterns in educational enrollment and attainment in educational levels among women in South Africa. Some evidence from the literature suggest a slow increase in women&rsquo / s education and employment opportunities in South Africa. However, little is known about the way in which this slow pattern reflects at all levels and fields of education with special reference to the female population in South Africa. The thesis aims at examining changes of attainment in women&rsquo / s education from a sociodemographic perspective between 2004 and 2007. Factors affecting women&rsquo / s education in South Africa are also considered as they play major roles in women&rsquo / s enrollment and completion at school. The study focuses on women through different social and demographic attributes, by taking account of variables such as age, education attainment, geographic areas, population group to name but a few. All educational institutions are covered and two female groups are considered, women at school and women who left school. The study makes use of already existing data from General Household Survey conducted in 2004 and 2007 respectively, to bring some comparative perspective. The scope of the study is national in that, all the nine provinces are covered making distinction of rural and urban areas.</p>
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Les traits de personnalité peuvent-ils distinguer différents types de décrocheurs scolaires potentiels à l'adolescence?Bourdages, Sandrine 11 1900 (has links)
Le décrochage scolaire des adolescents est un phénomène alarmant qui occasionne de multiples conséquences négatives, tant pour le jeune que pour la société. Des recherches empiriques ont soulevé l’importance de considérer les décrocheurs comme un groupe aux profils hétérogènes. En conséquence, quelques chercheurs ont proposé des typologies des décrocheurs scolaires à l’adolescence, dont Janosz (1994; Janosz, Le Blanc, Boulerice, & Tremblay 2000). À partir de trois indicateurs de l’adaptation scolaire des adolescents (engagement scolaire, indiscipline scolaire et performance scolaire), Janosz et ses collègues ont identifié quatre types de décrocheurs scolaires potentiels, soient les Discrets, les Désengagés, les Sous-performants et les Inadaptés. Les études prédictives conduites jusqu’à maintenant ont permis de déterminer que les différents types proposés par cette typologie se distinguent sur différents facteurs de risque du décrochage d’ordre individuel et environnemental. Toutefois, il n’est pas connu si ces types de décrocheurs potentiels se distinguent des adolescents non à risque de décrocher sur un facteur important, soit les traits de personnalité. Cette étude visait donc à évaluer si les traits de personnalité des adolescents (Ouverture, Extraversion, Contrôle, Amabilité et Stabilité émotionnelle) permettaient de prédire l’appartenance aux quatre types de décrocheurs potentiels proposés par Janosz et ses collègues (2000), en contrôlant l’effet de plusieurs autres facteurs de risque classique du décrochage. Les données provenaient de l’étude Stratégie d’Intervention Agir Autrement (SIAA), qui compte plus de 40 000 adolescents provenant de 69 écoles secondaires au Québec. L’échantillon qui a été utilisé dans cette étude (N = 4980) était composé d’élèves de 14 à 16 ans évalués en 2006-2007. Les adolescents ont rempli des questionnaires en groupe durant une période de classe. Différents modèles de régression logistique multinomiale contrôlant pour la nature hiérarchique des données ont confirmé que les traits de personnalité ont prédit l’appartenance à différents types de décrocheurs, et ce, au-delà de l’effet de plusieurs facteurs de risque classiques du décrochage scolaire. Ces résultats suggèrent que les théories du décrochage scolaire pourraient intégrer les traits de personnalité et que ces derniers pourraient être utilisés pour le dépistage des adolescents à risque de décrochage. / Adolescents’ school dropout is an alarming phenomenon which has several negative consequences for the youth themselves and for society as a whole. Empirical studies outlined the importance of considering school dropouts as a group of adolescents displaying heterogeneous profiles. Consequently, a number of researchers proposed typologies of school dropouts during adolescence, including Janosz (1994; Janosz, Le Blanc, Boulerice, & Tremblay 2000). Using three indicators of adolescents’ school adaptation (school engagement, school indiscipline, and academic achievement), Janosz identified four types of potential school dropouts, namely the Quiets, the Disengaged, the Low-achievers, and the Maladjusted. Predictive studies conducted to date showed that these different types proposed by Janosz can be distinguished on different classical individual and environmental risk factors of school dropout. However, it is not know if these potential school dropout types can be distinguished on an important factor, namely personality traits. Thus, this study aimed at evaluating if adolescents’ personality traits (Openness, Extraversion, Conscientiousness, Agreeableness, and Emotional stability) could predict membership in the four school dropout types proposed by Janosz et al. (2000), controlling for the effect of several classical risk factors of school dropout. Data were drawn from the New Approaches New Solutions (NANS) longitudinal study, which counts over 40 000 adolescents from 69 high school in Quebec (Canada). The sample that was used in this study (N = 4980) was composed of pupils aged 14 to 16 years assessed in 2006-2007. Adolescents filled out questionnaires in group during a class period. Different multinomial logistic regression models controlling for the hierarchical nature of the data confirmed that personality traits predicted membership in the different dropout types, and this, over and above the effect of several classical risk factors of school dropout. The results suggest that theories of school dropout could integrate personality traits and also that they could be used for screening adolescents at risk of dropping out of high school.
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Effects of Social Exclusion and Inclusion on Basic Needs Satisfaction, Self-Determined Motivation, the Orientations of Interpersonal Relationships, and Behavioural Self-RegulationRicard, Nathalie 31 May 2011 (has links)
How does the satisfaction (or the lack of satisfaction) of the innate need to have meaningful interpersonal relationships affects behavioural self-regulation? How does having/lacking interpersonal relatedness impact one’s perception of future interpersonal relationships? This doctoral dissertation aimed to answer these two fundamental questions by integrating the views of two complementary theories, need to belong theory (NBT; Baumeister & Leary, 1995) and self-determination theory (SDT; Deci & Ryan, 1985, 2000). Using a series of two laboratory experiments and one longitudinal study, this thesis examined the effects of social exclusion and inclusion on satisfaction of basic psychological needs, self-determined motivation, and self-regulation of behaviours. In Study 1 (N=72), social exclusion and inclusion were manipulated in order to examine their effects on the satisfaction of the three basic psychological needs proposed by SDT, that is the needs for autonomy, competence, and relatedness. Findings from this first experiment revealed that social exclusion decreases satisfaction of the three needs, whereas social inclusion increases satisfaction of these needs when compared to the control condition. Furthermore, significant differences were found between the exclusion condition and the inclusion condition for the reported levels of satisfaction of the needs for competence and relatedness. The effects of social exclusion and inclusion on basic needs satisfaction were further investigated in Study 2 (N=70); also, the second study examined how self-determined motivation and behavioural self-regulation are affected. More specifically, it tested whether participants’ persistence at a laboratory task, as well as their intentions for a future peer interaction (intentions to compete against a peer participant and intentions to collaborate with a peer participant) are influenced by social exclusion and inclusion, through the meditating effects of basic needs satisfaction and self-determined motivation. The results suggested that social exclusion, via the effects of basic needs and motivation decreases peer collaboration, whereas social inclusion was shown to have an opposite effect on peer collaboration. The effect of condition via the mediating effects of basic needs satisfaction and motivation failed to predict persistence at the task and peer competition. Lastly, Study 3 (N=624) assessed naturally occurring social exclusion and inclusion in a population of junior high school students. This third study investigated the independent contributions of SDT and NBT in the prediction of academic motivation and high school dropout. Peer relatedness, perceived needs support from parents, and perceived needs support from teachers were examined as potential predictors of academic motivation and high school dropout. Findings suggested that peer relatedness plays an important role in the prediction of academic motivation, but, that perceived needs support from parents and perceived needs support from teachers are stronger predictors of that outcome. Results from this study also revealed that peer relatedness contributes to the prediction of high school dropout, beyond what can be explained by academic motivation, perceived needs support from parents, and perceived needs support from teachers. However, perceived needs support from parents was shown to be the most essential predictor of high school dropout. In sum, findings from this doctoral dissertation suggested that social exclusion has detrimental effects on one’s motivation and behavioural self-regulation. In contrast, social inclusion fosters social support which promotes satisfaction of the basic psychological needs, self-determined motivation, and successful self-regulation. This doctoral thesis contributed to the application of SDT and NBT by comparing elements of the two complementary frameworks. It also offered an original contribution to research on social exclusion and inclusion by examining their impacts on self-determined motivation, and basic needs satisfaction, as well as testing them in both the laboratory setting and the natural setting.
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La relation élève-enseignant modère-t-elle le lien entre le quotient intellectuel et le décrochage scolaire?Belleï-Rodriguez, Carmen-Édith 11 1900 (has links)
No description available.
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ANÁLISE DE DIFERENÇAS SALARIAIS ENTRE ALUNOS EGRESSOS E EVADIDOS DOS CURSOS TÉCNICOS DE NÍVEL MÉDIO / Analysis of the wage diferences between students who have graduated and those whohave dropped out of high school techical coursesSuzumura, Maria José 30 May 2014 (has links)
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Previous issue date: 2014-05-30 / In the business world, companies are continuously searching for strategic differences and seeking human talent in increasingly competent professionals. Competence is related to performance and can be trained and developed according to the activities and the work performed. Education for work becomes more and more important as it increases its role in the dynamics of modern society which requires continuous updating of knowledge and seeks to reduce evasion from courses as one of its challenges. This research seeks to understand school dropout based on the wage gap between groups of students who dropped out school and those who finished their courses, among other issues. Data were collected between freshman students in ten mid-level technical courses at a state technical school in the city of São Paulo between 2009 and 2011. Researches support the conclusion that graduates achieve better wages then dropouts, the average wage of those who managed to graduate being 16.6pc higher than that of dropout students. Most students state that work is the main cause of their school evasion. We highlight the presence of public policies for the educational credit among respondents, as 34.8 pc the sample had scholarships, PROUNI or educational credit FIES. / No mundo dos negócios as organizações colocam-se numa procura contínua por diferenciações estratégicas e buscam o talento humano em profissionais cada vez mais competentes. A competência está relacionada ao desempenho e pode ser treinada e desenvolvida de acordo com as atividades e o trabalho prestado. A educação para o trabalho adquire maior importância à medida que aumenta seu papel na dinâmica da sociedade moderna que exige atualização contínua dos saberes e busca reduzir a evasão dos cursos como um de seus desafios. Esta pesquisa procura compreender a evasão escolar a partir da diferença salarial entre grupos de estudantes que abandonaram e finalizaram o curso, entre outras análises. Os dados foram coletados entre alunos ingressantes em dez cursos técnicos de nível médio de uma escola técnica estadual na cidade de São Paulo entre os anos 2009 e 2011. A pesquisa permite concluir que os alunos formados conseguem melhores salários que os evadidos, sendo a média dos salários dos que conseguiram se formar superior em 16,6% à média salarial dos evadidos. A maioria dos alunos evadidos aponta o trabalho como principal causa da evasão escolar. Evidencia-se a presença das políticas públicas para o crédito educacional entre os respondentes, já que 34,8% da amostra possuem bolsas de estudo, do PROUNI ou do crédito educativo do FIES.
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Evasão escolar e permanência no Programa Nacional de Acesso ao Ensino Técnico e Emprego: um enfoque a partir da gestão dos processos de aprendizagem organizacionalCarneiro Dias, Marcilio 25 November 2015 (has links)
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Previous issue date: 2015-11-25 / This study was based on references that deal with the historical context of Professional
Education (MANFREDI, 2002) and Professional Qualification in Brazil (PRESTES and
OLOPADE, 2009) placing the National Program for Access to Technical Education and
Employment (PRONATEC) in this scenario; of issues related to school dropout and to
permanence (DORE et al., 2014), as well as the processes of organizational learning
(SILVA, 2009) related to educational management (CASTRO, 2007). The theme proposed
has been chosen for the personal and professional interest of the researcher to understand
with a more systemic look, the organizational learning processes and their developments in
strategies that aim at guaranteeing the permanence and the fight against school dropout.
This work aimed at analyzing the educational management strategies articulated by the
team manager of PRONATEC at IFPB in João Pessoa Campus, departing from the
organizational learning processes related to issues of school dropout and permanence as
part of initial and continuing training courses. The research isa descriptive and exploratory
methodological procedure of quantitative and qualitative nature. Data collection was carried
out through bibliographical research, questionnaire and semi-structured interviews, the last
two having been applied to 02 (two) coordinators and 13 (thirteen) supervisors of the
Program. In order to interpretthe results, the technique of content analysis has been
used. After the interpretations, it has been noticed that from the point of view of all
the respondents, the dropouts exist primarily due to external factors and that the internal
factors of the João Pessoa Campus have strengthened students permanence. With regards to
learning, the individual and group levels were highly emphasized by respondents, featuring
the categories of information search, observation, discussion and socialization; in relation to
the organizational level it was detected a slight perception of effectiveness; however, interorganizational
learning emerged more evidently in the speeches of the coordinators. By
fostering the analysis of educational management strategies related to school evasion and
permanence, it has been concluded that the team, by means of the learning acquired,
developed practices that greatly contributed to improving the panorama of school
dropout and permanence over the investigated period and that there is an
emerging need to improve the links between the four levels of learning.With this research, it is expected to contribute for the management of the program to understand the relevance of the structuring of the learning processes, in order to map out strategies that provide better quantitative results, especially qualitative, mainly related to school permanence. / O estudo ancorou-se em referências que tratam do contexto histórico da Educação
Profissional (MANFREDI, 2002) e Qualificação Profissional no Brasil (PRESTES E VÉRAS,
2009), situando o Programa Nacional de Acesso ao Ensino Técnico e Emprego
(PRONATEC) neste cenário; de questões relativas à evasão escolar e à permanência (DORE
et al, 2014), como também os processos de aprendizagem organizacional (SILVA, 2009)
relacionados à gestão educacional (CASTRO,2007). A temática proposta foi escolhida por
interesse pessoal e profissional do pesquisador de compreender com um olhar mais sistêmico
os processos de aprendizagem organizacional e seus desdobramentos em estratégias que
visam à garantia da permanência e ao combate à evasão. Este trabalho teve como objetivo
analisar as estratégias de gestão educacional articuladas pela equipe gestora do PRONATEC
no IFPB Campus João Pessoa, a partir dos processos de aprendizagem organizacional
relacionados às questões da evasão escolar e permanência no âmbito dos cursos de formação
inicial e continuada. Tratou-se de uma pesquisa com procedimento metodológico descritivo e
exploratório e natureza quanti-qualitativa. A coleta de dados ocorreu por meio de pesquisa
bibliográfica, questionário e entrevistas semiestruturadas, estes dois últimos aplicados a 02
(dois) coordenadores e 13 (treze) supervisores do programa. Para interpretar os resultados,
utilizou-se a técnica de análise de conteúdos. Após as interpretações, percebeu-se que no olhar
de todos os entrevistados, a evasão existe principalmente em decorrência de fatores externos,
e que os fatores internos do Campus João Pessoa potencializaram a permanência do estudante.
Quanto às aprendizagens, os níveis, individual e de grupo foram bastante evidenciados pelos
pesquisados, destaque para as categorias de busca de informações, observação, discussão e
socialização; no que se refere ao nível organizacional, detectou-se uma mínima percepção de
efetividade; já a aprendizagem interorganizacional, surgiu de forma mais evidente nas falas
dos coordenadores. Ao promover a análise das estratégias de gestão educacional relacionadas
à evasão e à permanência, concluiu-se que a equipe do programa, por meio das aprendizagens
adquiridas, desenvolveu práticas que muito contribuíram para melhoria do panorama de
evasão escolar e da permanência ao longo do período pesquisado e que há uma necessidade
emergente de aperfeiçoamento da articulação entre os quatro níveis de aprendizagem. Com
esta pesquisa, espera-se contribuir para que a gestão do programa compreenda a relevância da
estruturação dos processos de aprendizagem, a fim de traçar estratégias que propiciem
melhores resultados quantitativos, sobretudo qualitativos, principalmente relacionados à
permanência escolar
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