Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Schmitt, Rafael Eduardo
 |
| Orientador(a): |
Santos, Bettina Steren dos
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica do Rio Grande do Sul
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede2.pucrs.br/tede2/handle/tede/6690
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Resumo: |
The thesis focuses on the subject of student retention on Higher Education, from an integrated look, oriented by the Bioecological Theory of Human Development, from Urie Bronfenbrenner. The research is characterized by a naturalistic-constructivist study, exploratory and of qualitative approach, which primary objective sought to integrate different theoretical perspectives, variables and perceptions of students associated with the persistence at the university. The methodological path involved the realization of a metatheoretical study that analyzed six explanatory models of student persistence/retention, having as object the identification of common elements between them. It was also conducted a systematic literature review in the national and Latin American literature, identifying variables associated with dropout and persistence. And, as a way to signify the results on the students’ view, a case study was carried through 24 academics’ perceptions, of different courses and with different profiles, of a private institution, situated in the metropolitan region of Porto Alegre/RS. The analysis process was based on the bioecological perspective, as well as on the Content Analysis’ technical, from Laurence Bardin. The results were organized in four blocks, according to the specific objectives. On the first block, 33 convergent aspects, associated to the student persistence, are evidenced. They are presented on the models designed by Vincent Tinto, John Bean, Alexander Astin, Ernest Pascarella and Alberto Cabrera and collaborators. The theories demonstrated, between them, a high potential of integration, so that the association between sociological and psychological perspectives proved to be favorable in a way of opening the view over the theoretical field. To the second objective, by the light of Latin American contemporary production on the subject, 102 variables related to students’ dropout/persistence on higher education, were found. Both results were categorized from the constructs person - process - context - time, which proved to be coherent and with high integrative capability. On the third objective, related to the case study, the students emphasized that the certainty about course and profession’s choices, are fundamental aspects to the student persistence. They also emphasized the familiar support, as well as internal features like will, dedication, and commitment, engagement and motivation as main aspects to academic success. Students also realize the influence of different social and environmental levels, so that the student persistence can be affected by several multi-contextual forces, according to the immediate and distant environment in which they are inserted, directly and indirectly. Among the influences perceived in the institutional context, the interviewees underline the important role of teachers as key actors capable of promoting support and encouragement at the institutional level. The overall results also resulted in the development of an integrative diagram, built under the bioecological perspective, as a way to synthesize the results and contribute to the scientific field. Thus, through the development of the methodology, it was possible to build the following thesis: The Bioecological Theory of Human Development has the potential to advance on the understanding of the student’s persistence phenomenon in higher education, being its main virtue the ability to integrate different theoretical approaches, and its main strength, the ability to show multiple environmental influences, as well as the role of time as change and development inductor, necessary for academic and personal progress of students. |
