Student permanence and academic success
The voice of the actors
DOI:
https://doi.org/10.15448/1981-2582.2022.1.43977Keywords:
higher education, student persistence, professor perspective, student perspectiveAbstract
This article presents the advances along the training trajectory, in addition to qualitative results of a quanti-quali study based on focus groups. It analyzes the perspectives of five professors and five students, from an institution in the south of Brazil, on student permanence in higher education, taking into account, by the factors pointed out in the literature, engagement as one of the important aspects in studies for permanence. Thus, taking as a reference, Tinto (1987, 2012, 2017, 2020), Kohls-Santos (2020, 2021, 2022), Trowler (2010), Coates (2007), the relevance of personal motivation, the relationship between peers is identified and extracurricular activities for student permanence, which can help institutions to rethink their strategies to reduce dropout rates. The responses of professors and students allow us to recognize the importance of creating a bond between them, in which students feel recognized from the accompaniment of their professors. The variables that emerge in the study take us to a different level, beyond the merely economic, since they place the student as an active participant in their training process and the teachers and institutions responsible for the paradigm shift that must occur in education.
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