Assistência estudantil: percepção dos discentes dos cursos de graduação do Instituto Federal do Espírito Santo - campus de Alegre.

Abstract

The a aim of this study was to evaluate the perception of beneficiary undergraduate students through student assistance programs at Ifes campus de Alegre, as well as the impact of such programs on their academic lives. Participants in the research were students over 18 years of age in the Licentiate in Biological Sciences, Bachelor in Biological Sciences, Technologist in Systems Analysis and Development, Technologist in Coffee and Aquaculture Engineering, benefíciaries of housing, transportation and food aid programs. This is a qualitative and exploratory research, whose data collection instruments were questionnaires and documentary analysis. The socioeconomic profile has been built from the analysis of social interviews related to the selection process for the granting of Primary Care Programs in 2019. The collection of data on perceptions was obtained through a questionnaire with open and closed questions, being used the Study Analysis of Bardin content. In addition to identifying some social aspects, the results demonstrated that the student assistance programs developed by the campus have been meeting the basic needs of students, promoting improvements in economic and social conditions, encouraging studies and contributing significantly to the permanence in graduation. However, it was evident in the report of some participants to the necessity for improvements in some aspects of the program, such as readjustment in the amounts of aid and expansion of the number of students served, while others suggested the offer of university residence as an altemative to housing assistance. Although they are part of a program that seeks to minimize inequalities in education, the majority of participants understand the offer of the programs as help or "good deed" of the campus to the most vulnerable, appearing to be unaware of their condition as a right. When evaluating the criticisms made to the program, one notices that many of them are due to the exclusion of the students from the process of building the Ifes Student Assistance Program. Therefore, it is essential that they are not restricted to the condition of assisted students, but are active in the consolidation of fair and inclusive student assistance, with the involvement of the entire academic community.