Gestão participativa na assistência estudantil: sobre a produção de uma política institucional da UFSM

• Ano de defesa: 2024
• Autor(a) principal: Alves, Bruna Surdi
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional; Centro de Educação
• Palavras-chave em Português: Políticas públicas educacionais; Assistência estudantil; Participação estudantil; Política institucional; Gestão universitária; Public educational policies; Student assistance; Student participation; Institutional policy; University management; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/32136

This dissertation from the Graduate Program in Public Policies and Educational Management is linked to the research line Policies and Management of Basic and Higher Education (LP1) and to the Rizoma/CNPq Research Group. Its objective is to recognize the importance of student participation processes in the management of student assistance at UFSM and which demands are identified as priorities in an institutional policy. With this in mind, the specific objectives are: to discuss the historical movements of student assistance in Brazil and at the UFSM, which point to a democratic framework; to discuss the processes and mechanisms for managing student assistance at the UFSM as a strategy for developing an institutional policy; to propose an educational product that can provide students with information about student assistance and make it possible to capture demands for the construction of an institutional policy; and to design an educational product based on two axes: (i) a questionnaire proposal; (ii) a Course/Extension Project script proposal. To this end, we are starting from a historical-critical epistemic-methodological perspective with a qualitative approach, which designs an exploratory-descriptive study divided into three stages: "living contemplation of the phenomenon" or exploratory phase; "analysis of the phenomenon" or fieldwork phase; and "concrete reality of the phenomenon" or analysis and treatment of the empirical and documentary material. Finally, we propose an Educational Product consisting of a student participation questionnaire and an institutional course/project aimed at students with BSE. Through the process of constructing the Product and the exploratory-descriptive study, it is understood that multiple student participation strategies can direct and consolidate an Institutional Policy, so that university management is strengthened with the presence of students. In this way, students, in their multiple political alternatives, can address demands that are sometimes invisible in university management, making up processes of participation and democratization of public spaces.