O acesso e a permanência de alunos cotistas nas engenharias do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande Norte - Campus Natal-Central

Abstract

This research investigates the access and permanence of student contributors in engineering courses at the Federal Institute for Education, Science and Technology campus Natal-Central. The cut applies to students who entered through the quota Candidates with gross household income per capita equal to or less than 1 minimum wage who have completed high school in public schools (Law No. 12,711 of August 29, 2012). This dissertation collaborates in the analysis of the effectiveness of the permanence policies established by the National Program of Student Assistance (PNAES) as well as the Affirmative Action Policies (PAA), among other mechanisms identified throughout the research. The relevance of these actions is highlighted in the context of current debates about access and permanence in public higher education, highlighting that the process of expansion of Higher Education was a significant step for expanding access to engineering courses, but does not constitute the end of students' vulnerabilities. In this sense, it is believed that remaining in higher education have a primary role in the formation of a more developed country.The objective is to analyze whether student contributors manage to remain from the material and structural conditions of the student permanence policy. The methodology is based on the analysis of institutional data and literature review about the profile of engineering students in Brazil. The dissertation is derived from a research approved by the Ethics Committee, of basic nature, primarily qualitative, with exploratory objectives, whose analysis of data obtained from the empiria was carried out through the technique called Nuclei of Significance (Aguiar; Ozella, 2006). The results demonstrate advances in expanding access, as well as certain limitations in the stay of these students, whether structural, resource or symbolic. It is concluded that free education is insufficient to ensure democratization. The work reinforces the need for permanency policies that consider the intersectionality between race, class and gender to overcome the historical marginalization of these groups in engineering careers.