ACOLHIMENTO, PERMANÊNCIA E ÊXITO DAS ALUNAS GRÁVIDAS, PUÉRPERAS E MÃES DO INSTITUTO FEDERAL DO ACRE - CAMPUS TARAUACÁ

Abstract

This research addresses pregnant women, understanding that pregnancy is a process that occurs over a period of 40 weeks. The postpartum period is the time immediately following childbirth, and mothers represent the continuation of this process. Therefore, professional education at IFAC Campus Tarauacá needs to be prepared to welcome these new mothers so that they can achieve permanence and success in their studies, avoiding possible school dropouts, which can occur during this period. In this sense, the general objective of this work is to understand the main challenges experienced by pregnant women, postpartum women, and mothers in the technical courses at the Federal Institute of Acre (IFAC) – Campus Tarauacá and to understand the policies of Reception, Permanence, and Success aimed at continuing academic studies. The specific objectives are: to present the legislation and regulations that support pregnant women, postpartum women, and mothers; to understand the institutional situation regarding their reception, permanence, and success; to identify the demands and difficulties in welcoming the mentioned students and the impacts on their permanence and success; and to present a proposal for improvements in the reception with the aim of ensuring the permanence and success of these students. The methodology for carrying out this work involves qualitative research, initially with a bibliographic review and, subsequently, through a structured questionnaire with open and closed questions, applied to the target population of the research. Through the research results, it was possible to verify that the phase of pregnancy is not always well-received in the school environment and that the lack of support causes permanence and success to be ineffective in the lives of pregnant and postpartum students. Given this understanding, the implementation of support in altering the assistance model promotes changes of great relevance for the assistance of pregnant students and in the postpartum period, as well as for their academic success in EMI, thus avoiding school dropout. Furthermore, it was shown that students report that IFAC should have a more welcoming approach, paying more attention to the student's situation at that moment, as despite the medical certificate presented, there are situations in which teachers do not allow the student to carry out her activities, as well as assessments, which directly contribute to the context of school dropout.