Monitoramento e avaliação da assistência estudantil da UFCG/Campina Grande – análise de indicadores.

Abstract

Higher education in Brazil has shown a high degree of democratization, both in relation to access and retention. With the implementation of the National Student Assistance Program (PNAES), public policies aimed at assisting students are regulated and structured to provide equal opportunities to students in unfavorable socioeconomic conditions, so that, after entering higher education, they can remain until completion. The PNAES allocates public resources to the educational policies of Federal Higher Education Institutions (IFES) and establishes the obligation for these IFES to create mechanisms for monitoring and evaluating the program. However, studies show that the use of indicators in the evaluation and monitoring of student assistance is not a reality in all Universities. However, they are imperative tools in this process of evaluating and monitoring public policies. These instruments guarantee increased transparency in management and facilitate dialogue between different social groups. In this way, the present work aims to present indicators for the monitoring and evaluation of the National Student Assistance Program (PNAES) at the Federal University of Campina Grande (UFCG) Campina Grande campus, based on the evaluation described in the literature and those already used by other IFES. For the development of research and presentation of indicators, bibliographical and documentary research was carried out, data analysis from the Dean of Education and Dean of Community Affairs related to the evasion of those assisted by AEG, in order to integrate theoretical foundations presented and the obtained results. The study aimed to analyze the evaluation mechanisms of the National Student Assistance Program (PNAES) in accordance with Decree No. 7,234/2010. The research identified that many federal higher education institutions in Brazil do not evaluate student assistance actions, as required by PNAES. Furthermore, the dropout rate of those benefiting from Undergraduate Teaching Aid (AEG) was examined, showing that the aid contributed to reducing dropout rates compared to those not assisted. The study resulted in the construction of a technical report with evaluation indicators, suggesting improvements in the PNAES public policy. Among the limitations, the lack of a data management system and the lack of standardization in evaluation mechanisms stand out. The results will contribute to strengthening the PNAES evaluation at the institution, suggesting the creation of additional parameters by PRAC/UFCG and a panel of indicators to monitor student assistance.