GESTÃO DA VIDA ACADÊMICA: UMA PROPOSTA DE INTERVENÇÃO PARA DIMINUIR A EVASÃO NO ENSINO SUPERIOR
Palavras-chave:
Ensino Superior, Evasão escolar, Retenção de acadêmicosResumo
Este trabalho teve como objetivo diminuir a evasão no ensino superior através da adaptação acadêmica. Para tanto foi realizado um estudo de caso coletivo com todos ingressantes na Instituição de Ensino Superior em 2016/1, destes 83 alunos do Curso de Psicologia e 50 alunos do curso de Ciências Contábeis participaram de uma intervenção em formato de disciplina denominada “Gestão da Vida Acadêmica”. Nos dois primeiros dias de aula os alunos passaram por uma avaliação global que avaliou questões financeiras, profissionais, emocionais e pedagógicas. A partir dos resultados desta avaliação os alunos considerados em risco de evadir foram encaminhados ao Núcleo de Orientação Acadêmica (NOA), responsável pelo atendimento psicológico e pedagógico, ou para Central de Estágio e Emprego, ou para Assessoria Financeira ou ainda, para a Coordenação do Curso. Após, os alunos participarem de quatro oficinas que compuseram a disciplina. Gestão do tempo, Métodos de estudo, Resiliência e Bem-estar e Compreensão textual. A análise de dados foi realizada de forma quantitativa através do programa SPSS. O principal resultado alcançado com a implementação da proposta foi a diminuição da evasão em 13,5%. Portanto, torna-se importante a compreensão sobre a evasão e retenção no Ensino Superior, o que nos leva a acreditar que propostas inovadoras possam ampliar mais os debates no contexto das Instituições de Ensino Superior.
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Referências
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BRASIL. Lei de Detrizes e Bases do Brasil– nº 9394. Brasil, Ministério de Educação e Cultura, 1996.
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CREDÉ, M.; NIEHORSTER, S. Adjustment to College as Measured by the Student Adaptation to College Questionnaire: A Quantitative Review of its Structure and Relationships with Correlates and Consequences. Educ Psychol Rev, 24, 133–165, 2012.
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DUCHESNE, S.; RATELLE, C.; LAROSE, S.; GUAY, F. Adjustment Trajectories in College Science Programs: Perceptions of Qualities of Parents’ and College Teachers’ Relationships. Journal of Counseling Psychology, 54, 1, 62–71, 2007.
FISHER, R.; CAVANAGH, J.; BOWLES, A. Assisting transition to university: using assessment as a formative learning tool. Assessment & Evaluation in Higher Education, 36, 2, 225–237, 2011.
INEP. Censo da educação superior: 2011. Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira – resumo técnico. – Brasília, 2013.
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JOHNSON, V.; GANS, S.; KERR, S.; LAVALLE, W. Managing the Transition to College: Family Functioning, Emotion Coping, and Adjustment in Emerging Adulthood. Journal of College Student Development, 51, 6, 607-621, 2010.
KEATS, P.; SABHARWAL, V. Time-Limited Service Alternatives: Using Therapeutic Enactment in Open Group Therapy. The Journal for Specialists in Group Work, 33, 4, 297–316, 2008.
LOBO, M. Panorama da evasão no ensino superior brasileiro: Aspectos gerais das causas e soluções. Cadernos ABMES, 25, 1-23, 2012.
MYERS, D.; ROSENBERGER, E. A Humanistic Framework for Helping Students. About Campus, 14-19, 2012.
NELSON, K.; QUINN, C.; MARRINGTON, A.; CLARKE, J. Good practice for enhancing the engagement and success of commencing students. High Education, 63, 83–96, 2012.
OLIVEIRA, M.; ANDRETTA, I. Manual prático de terapia cognitivo-comportamental. Porto Alegre: Casa do Psicólogo, 2011.
RAWLS, D.; JOHNSON, D.; BARTELS, E. The Counselor-in-Residence Program: Reconfiguring Support Services for a New Millennium. Journal of College Counseling, 7, 162-169, 2004.
ROBBINS, S.; ALLEN, J.; CASILLAS, A.; AKAMIGBO, A.; SALTONSTALL, M.; CAMPBELL, R.; AHONEY, E.; GORE, P. Associations of Resource and Service Utilization, Risk Level, and College Outcomes. Res High Educ, 50,101–118, 2009.
SCANLON, L.; ROWLING, L.; WEBER, Z. ‘You don’t have like an identity . . . you are just lost in a crowd’: Forming a Student Identity in the First-year Transition to University. Journal of Youth Studies, 10, 2, 223-241, 2007.
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SOMMER, M.; DUMONT, K. Psychosocial factors predicting academic performance of students at a historically disadvantaged university. South African Journal of Psychology, 41, 3, 386-395, 2011.
STEPHENS, N., FRYBERG, S., MARKUS, H., JOHNSON, C.; COVARRUBIAS, R. Unseen Disadvantage: How American Universities’ Focus on Independence Undermines the Academic Performance of First-Generation College Students. Journal of Personality and Social Psychology, 102, 6, 1178–1197, 2012.
TEIXEIRA, M.; CASTRO, G.; PICCOLO, L. Adaptação à Universidade em Estudantes Universitários: Um Estudo Correlacional. Interação em Psicologia, 11, 2, 211-220, 2007.
TEIXEIRA, DIAS; WOTTRICH, OLIVEIRA. Adaptação à universidade em jovens calouros. Revista Semestral da Associação Brasileira de Psicologia Escolar e Educacional, 12, 1, 185-202, 2008.
THOMAS, L. Do Pre-entry Interventions such as ‘Aimhigher’ Impact on Student Retention and Success? A Review of the Literature. Higher Education Quarterly, 65, 3, 230–250, 2011.
UNESCO. Declaración mundial sobre la educación superior en el siglo XXI: visión y acción. Paris: UNESCO, 1998.
WHITE, F.; CHARLES, M.; NELSON, J. The Role of Persuasive Arguments in Changing Affirmative Action Attitudes and Expressed Behavior in Higher Education. Journal of Applied Psychology, 93, 6, 1271–1286, 2008.
BRASIL. Lei de Detrizes e Bases do Brasil– nº 9394. Brasil, Ministério de Educação e Cultura, 1996.
BROCK, T. Young Adults and Higher Education: Barriers and Breakthroughs to Success. The future of children, 20, 1, 109-132, 2010.
BROWN, S. Bringing about positive change in the higher education student experience: a case study. Quality Assurance in Education, 19, 3, 195-207, 2011.
CEYHAN, A. An investigation of adjustment levels of turkish University students with respect to perceived Communication skill levels. Social Behavior and Personality, 34, 4, 367-380, 2006.
CHEUNG, C.; YUE, X. Sojourn students’ humor styles as buffers to achieve resilience. International Journal of Intercultural Relations, 36, 353– 364, 2012.
COLEY, C.,; COLEY, T. Retention and student success. Staying on track with early intervention strategies. Malvern, PA: SunGard Higher Education, 2010.
COOKE, R.; BEWICK, B.; BARKHAM, M.; BRADLEY, M.;AUDIN, K. Measuring, monitoring and managing the psychological well-being of first year university students. British Journal of Guidance & Counselling, 34, 4, 505-517, 2006.
CREDÉ, M.; NIEHORSTER, S. Adjustment to College as Measured by the Student Adaptation to College Questionnaire: A Quantitative Review of its Structure and Relationships with Correlates and Consequences. Educ Psychol Rev, 24, 133–165, 2012.
CRESWELL, J. Projeto de Pesquisa: Métodos Qualitativo, Quantitativo e Misto. Porto Alegre: Artmed, 2010.
DAGLEY, J.; THOMAS, C. A Response to ‘‘Time-Limited Service Alternatives: Using Therapeutic Enactment in Open Group Therapy’’: A Dramatic Effort to Redefine Short-Term and Time-Limited Services. The Journal for Specialists in Group Work, 33, 4, 317 327, 2008.
DUCHESNE, S.; RATELLE, C.; LAROSE, S.; GUAY, F. Adjustment Trajectories in College Science Programs: Perceptions of Qualities of Parents’ and College Teachers’ Relationships. Journal of Counseling Psychology, 54, 1, 62–71, 2007.
FISHER, R.; CAVANAGH, J.; BOWLES, A. Assisting transition to university: using assessment as a formative learning tool. Assessment & Evaluation in Higher Education, 36, 2, 225–237, 2011.
INEP. Censo da educação superior: 2011. Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira – resumo técnico. – Brasília, 2013.
JAMES, R., KRAUSE, K.,; JENNINGS, C. The first year experience in Australian universities: Findings from 1994 to 2009. Melbourne, Australia: Centre for the Study of Higher Education, 2010.
JOHNSON, V.; GANS, S.; KERR, S.; LAVALLE, W. Managing the Transition to College: Family Functioning, Emotion Coping, and Adjustment in Emerging Adulthood. Journal of College Student Development, 51, 6, 607-621, 2010.
KEATS, P.; SABHARWAL, V. Time-Limited Service Alternatives: Using Therapeutic Enactment in Open Group Therapy. The Journal for Specialists in Group Work, 33, 4, 297–316, 2008.
LOBO, M. Panorama da evasão no ensino superior brasileiro: Aspectos gerais das causas e soluções. Cadernos ABMES, 25, 1-23, 2012.
MYERS, D.; ROSENBERGER, E. A Humanistic Framework for Helping Students. About Campus, 14-19, 2012.
NELSON, K.; QUINN, C.; MARRINGTON, A.; CLARKE, J. Good practice for enhancing the engagement and success of commencing students. High Education, 63, 83–96, 2012.
OLIVEIRA, M.; ANDRETTA, I. Manual prático de terapia cognitivo-comportamental. Porto Alegre: Casa do Psicólogo, 2011.
RAWLS, D.; JOHNSON, D.; BARTELS, E. The Counselor-in-Residence Program: Reconfiguring Support Services for a New Millennium. Journal of College Counseling, 7, 162-169, 2004.
ROBBINS, S.; ALLEN, J.; CASILLAS, A.; AKAMIGBO, A.; SALTONSTALL, M.; CAMPBELL, R.; AHONEY, E.; GORE, P. Associations of Resource and Service Utilization, Risk Level, and College Outcomes. Res High Educ, 50,101–118, 2009.
SCANLON, L.; ROWLING, L.; WEBER, Z. ‘You don’t have like an identity . . . you are just lost in a crowd’: Forming a Student Identity in the First-year Transition to University. Journal of Youth Studies, 10, 2, 223-241, 2007.
SELIGMAN, M. Florescer. Rio de Janeiro: Objetiva, 2011.
SOMMER, M.; DUMONT, K. Psychosocial factors predicting academic performance of students at a historically disadvantaged university. South African Journal of Psychology, 41, 3, 386-395, 2011.
STEPHENS, N., FRYBERG, S., MARKUS, H., JOHNSON, C.; COVARRUBIAS, R. Unseen Disadvantage: How American Universities’ Focus on Independence Undermines the Academic Performance of First-Generation College Students. Journal of Personality and Social Psychology, 102, 6, 1178–1197, 2012.
TEIXEIRA, M.; CASTRO, G.; PICCOLO, L. Adaptação à Universidade em Estudantes Universitários: Um Estudo Correlacional. Interação em Psicologia, 11, 2, 211-220, 2007.
TEIXEIRA, DIAS; WOTTRICH, OLIVEIRA. Adaptação à universidade em jovens calouros. Revista Semestral da Associação Brasileira de Psicologia Escolar e Educacional, 12, 1, 185-202, 2008.
THOMAS, L. Do Pre-entry Interventions such as ‘Aimhigher’ Impact on Student Retention and Success? A Review of the Literature. Higher Education Quarterly, 65, 3, 230–250, 2011.
UNESCO. Declaración mundial sobre la educación superior en el siglo XXI: visión y acción. Paris: UNESCO, 1998.
WHITE, F.; CHARLES, M.; NELSON, J. The Role of Persuasive Arguments in Changing Affirmative Action Attitudes and Expressed Behavior in Higher Education. Journal of Applied Psychology, 93, 6, 1271–1286, 2008.
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Publicado
2019-12-30
Como Citar
Almeida, J. A. da S. ., Brum, E. H. M. de ., Franco, M. E. W. ., Ribeiro , D. P. ., Martins, L. W. F. ., & Moura, E. R. P. de . (2019). GESTÃO DA VIDA ACADÊMICA: UMA PROPOSTA DE INTERVENÇÃO PARA DIMINUIR A EVASÃO NO ENSINO SUPERIOR. RACE - Revista De Administração Do Cesmac, 5, 289–313. Recuperado de https://revistas.cesmac.edu.br/administracao/article/view/1140
