| Summary: | Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-05-23T18:04:06Z
No. of bitstreams: 1
TES_RAFAEL_EDUARDO_SCHMITT_COMPLETO.pdf: 2703033 bytes, checksum: 68a9f18b26f09256581d17ab51af9ad4 (MD5) === Made available in DSpace on 2016-05-23T18:04:06Z (GMT). No. of bitstreams: 1
TES_RAFAEL_EDUARDO_SCHMITT_COMPLETO.pdf: 2703033 bytes, checksum: 68a9f18b26f09256581d17ab51af9ad4 (MD5)
Previous issue date: 2016-01-14 === Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES === The thesis focuses on the subject of student retention on Higher Education, from an integrated look, oriented by the Bioecological Theory of Human Development, from Urie Bronfenbrenner. The research is characterized by a naturalistic-constructivist study, exploratory and of qualitative approach, which primary objective sought to integrate different theoretical perspectives, variables and perceptions of students associated with the persistence at the university. The methodological path involved the realization of a metatheoretical study that analyzed six explanatory models of student persistence/retention, having as object the identification of common elements between them. It was also conducted a systematic literature review in the national and Latin American literature, identifying variables associated with dropout and persistence. And, as a way to signify the results on the students? view, a case study was carried through 24 academics? perceptions, of different courses and with different profiles, of a private institution, situated in the metropolitan region of Porto Alegre/RS. The analysis process was based on the bioecological perspective, as well as on the Content Analysis? technical, from Laurence Bardin. The results were organized in four blocks, according to the specific objectives. On the first block, 33 convergent aspects, associated to the student persistence, are evidenced. They are presented on the models designed by Vincent Tinto, John Bean, Alexander Astin, Ernest Pascarella and Alberto Cabrera and collaborators. The theories demonstrated, between them, a high potential of integration, so that the association between sociological and psychological perspectives proved to be favorable in a way of opening the view over the theoretical field. To the second objective, by the light of Latin American contemporary production on the subject, 102 variables related to students? dropout/persistence on higher education, were found. Both results were categorized from the constructs person - process - context - time, which proved to be coherent and with high integrative capability. On the third objective, related to the case study, the students emphasized that the certainty about course and profession?s choices, are fundamental aspects to the student persistence. They also emphasized the familiar support, as well as internal features like will, dedication, and commitment, engagement and motivation as main aspects to academic success. Students also realize the influence of different social and environmental levels, so that the student persistence can be affected by several multi-contextual forces, according to the immediate and distant environment in which they are inserted, directly and indirectly. Among the influences perceived in the institutional context, the interviewees underline the important role of teachers as key actors capable of promoting support and encouragement at the institutional level. The overall results also resulted in the development of an integrative diagram, built under the bioecological perspective, as a way to synthesize the results and contribute to the scientific field. Thus, through the development of the methodology, it was possible to build the following thesis: The Bioecological Theory of Human Development has the potential to advance on the understanding of the student?s persistence phenomenon in higher education, being its main virtue the ability to integrate different theoretical approaches, and its main strength, the ability to show multiple environmental influences, as well as the role of time as change and development inductor, necessary for academic and personal progress of students. === A tese focaliza o tema da perman?ncia estudantil na Educa??o Superior a partir de um olhar integrativo, orientado pela Teoria Bioecol?gica do Desenvolvimento Humano, de Urie Bronfenbrenner. A pesquisa caracterizou-se com um estudo natural?stico-construtivista, de abordagem qualitativa e car?ter explorat?rio, cujo objetivo prim?rio buscou integrar diferentes perspectivas te?ricas, vari?veis e percep??es dos estudantes associadas ao fen?meno da perman?ncia na universidade. A condu??o metodol?gica envolveu a realiza??o de um estudo metate?rico que analisou seis modelos explicativos sobre persist?ncia/reten??o estudantil, tendo como objeto a identifica??o de elementos comuns entre os mesmos. Tamb?m foi conduzida uma revis?o bibliogr?fica sistem?tica na literatura nacional e latino-americana, com foco na identifica??o de vari?veis associadas ? evas?o e perman?ncia. E, como forma de significar os resultados na vis?o dos estudantes, foi realizado um estudo de caso a partir das percep??es de 24 acad?micos, de diferentes cursos e perfis, de uma institui??o privada, localizada na regi?o metropolitana de Porto Alegre/RS. O processo de an?lise esteve pautado na perspectiva bioecol?gica, bem como, na t?cnica de An?lise de conte?do, de Laurence Bardin. Os resultados foram organizados em quatro blocos, de acordo com os objetivos espec?ficos. No primeiro, s?o evidenciados 33 aspectos convergentes associados ? perman?ncia estudantil, presentes nos modelos delineados por Vincent Tinto, John Bean, Alexander Astin, Ernest Pascarella e Alberto Cabrera e colaboradores. As teorias demonstraram, entre si, um consider?vel potencial para integra??o, de forma que a associa??o entre perspectivas sociol?gicas e psicol?gicas se mostrou favor?vel no sentido de ampliar a vis?o sobre o campo te?rico. Para o segundo objetivo foram encontradas 102 vari?veis relacionadas com a evas?o/perman?ncia estudantil na educa??o superior, a partir da produ??o latino-americana contempor?nea sobre o tema. Ambos resultados, foram categorizados a partir dos construtos pessoa ? processo ? contexto ? tempo, os quais se mostraram coerentes e com elevada capacidade integrativa. No terceiro objetivo, relacionado ao estudo de casos, os estudantes participantes destacam a certeza da escolha pelo curso e pela profiss?o como aspectos fundamentais para a perman?ncia estudantil. Ressaltam o apoio familiar, bem como, as caracter?sticas internas como a vontade, a dedica??o, o empenho, o envolvimento e a motiva??o como aspectos primordiais para o sucesso acad?mico. Os estudantes tamb?m percebem as influ?ncias de distintos n?veis socioambientais, de forma que a perman?ncia estudantil pode ser afetada por diversas for?as multi-contextuais, de acordo com os ambientes imediatos e distantes nos quais est?o inseridos direta e indiretamente. Entre as influ?ncias percebidas no contexto institucional, os entrevistados destacam o importante papel dos docentes como principais atores capazes de promover suporte, apoio e incentivo no ?mbito institucional. O conjunto dos resultados possibilitou, ainda, a elabora??o de um diagrama integrativo, constru?do sob a ?tica bioecol?gica, como meio de sintetizar os resultados e contribuir para o campo cient?fico, a partir da explora??o te?rica realizada. Dessa forma, a partir da condu??o metodol?gica, foi poss?vel construir a seguinte tese: A Teoria Bioecol?gica do Desenvolvimento Humano apresenta potencial para avan?ar na compreens?o do fen?meno da perman?ncia estudantil na educa??o superior, sendo sua principal virtude a capacidade de integrar diferentes abordagens te?ricas e, suas principais for?as, a possibilidade de evidenciar as m?ltiplas influ?ncias socioambientais, bem como, o papel do tempo como indutor de mudan?a e desenvolvimento, necess?rios para o progresso acad?mico e pessoal dos estudantes.
|
|---|
