Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Alves, Julliana Cunha
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| Orientador(a): |
Santos, Bettina Steren dos
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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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: |
Escola de Humanidades
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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: |
https://tede2.pucrs.br/tede2/handle/tede/10727
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Resumo: |
As it is a proposal with the possibility of flexibility of schedule, where the student can carry out his time management autonomously, the distance education becomes viable for democratization and access for the student, who at that moment would not be able to go to institutions face-to-face teaching. Educational institutions are seeking to develop strategies to ensure access and especially the permanence of students, including understanding the motivations and factors that contribute to student success. Therefore, the theme of this research is characterized by understanding the reasons that can interfere in the decision to stay two students. The research problem consists of answering what are the main motivational factors for the student to remain in distance technical courses, starting from the general objective of understanding what are the motivational factors that interfere in the student's decision to remain in distance technical courses. For this dissertation, an analysis based on Bardin (2011) was carried out. The main themes of this research will indicate that the factors that interfere in the decision of two students to remain pervade their social, family and work relationships; With regard to personal achievements, the pandemic proved to be the ideal period to start making dreams come true and take advantage of the flexibility to prioritize professional qualification. Technical courses represent a lower investment value than other teaching modalities, as they are distance education where expenses with travel and access to educational spaces are not necessary, it becomes even more attractive to interested students. Employment is also a decisive factor for permanence, considering that technical courses offer new opportunities after completion, even so, working and studying is a challenge for students. |
