A POLÍTICA DE ASSISTÊNCIA ESTUDANTIL COMO ESTRATÉGIA DE PERMANÊNCIA E ÊXITO NO ENSINO SUPERIOR TECNOLÓGICO: UM ESTUDO COM FOCO NOS EDITAIS DE AUXÍLIO-PERMANÊNCIA E PASSE ESTUDANTIL DO IFAC – CAMPUS RIO BRANCO

Abstract

This research aimed to analyze the student assistance policy at the Federal Institute of Acre (IFAC), focusing on Calls for Applications No. 02/2024 and No. 09/2024, their funding mechanisms, and the role they play in the implementation of this policy, considering their operational limits, selection criteria, and impact on student retention. The study sought to understand how these calls materialize the National Student Assistance Policy (PNAES) within the Rio Branco Campus and how they contribute to—or restrict—access to financial aid for students in situations of social vulnerability, especially those enrolled in the undergraduate Technology programs in Logistics, Internet Systems, and School Processes. The analysis examined the eligibility criteria, scope, and documentation requirements of the calls, as well as the challenges faced by students during the application process and the effects of Law No. 14.914/2024 on the financing and operationalization of the policy. The adopted methodology was qualitative in nature, using focus groups as the main technique for empirical data collection. Two in-person meetings were held, with a total of 22 participants regularly enrolled in the analyzed programs. The sessions followed a semi-structured guide, allowing students to express their experiences, doubts, and perceptions regarding the calls and the student assistance policy. In parallel, two online questionnaires were applied: one aimed at students from the Internet Systems program (15 responses), which revealed low participation in the calls; and another directed at students who had dropped out (14 responses), which highlighted the absence of integrated pedagogical and psychological support actions as factors contributing to dropout. The statements and responses were categorized and analyzed in light of the proposed objectives and the theoretical framework on public policy and professional and technological education. The results show that, although the grants represent an important financial support, the calls still reproduce informational, bureaucratic, and budgetary barriers that limit full access to the policy. Students’ reports revealed difficulties in completing forms, excessive documentation requirements, delayed responses, and lack of clear guidance. Nevertheless, they recognize the essential role of the calls as mechanisms for funding and retention. It is concluded that IFAC’s student assistance calls are strategic instruments for the democratization of public education but still lack stronger articulation with pedagogical and psychosocial actions to enhance their emancipatory potential. The research resulted in the creation of an educational product in the form of an interactive guide, designed to assist students in understanding their rights, procedures, and strategies for participating in the calls and ensuring their permanence in the institution.