Teses e Dissertações não defendidas no IFAL

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Navegando Teses e Dissertações não defendidas no IFAL por Orientador "Almeida, Leandro da Silva"

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    Estudantes adultos no ensino superior do Ifal-Maceió: os desafios e conquistas no regresso à vida acadêmica
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2023-03-30) Pereira Neto, Lauro Lopes; Almeida, Leandro da Silva; http://lattes.cnpq.br/9704136908005990; Almeida, Leandro da Silva; http://lattes.cnpq.br/9704136908005990; Almeida, Ana Maria Tomás de; 0000-0003-0036-312X; Dias, Pedro Miguel Brito da Silva; 000-0002-1936-5363; Canal, Cláudia Patrocinio Pedroza; http://lattes.cnpq.br/8984420280257670; Fior, Camila Alves; http://lattes.cnpq.br/7965367748728519
    Higher Education (HE) in Brazil - created to serve a socioeconomic elite - has historically kept excluded a huge portion of the low-income population from its conviviality. In recent years, this reality has changed with the arrival of a "new public" that, benefited by the expansion and democratization movements, enters the HE with peculiar life trajectories, after years apart from formal education. It is in this context that the studies of this thesis are inserted, which aimed: (i) to deepen the concept of "new publics" in HE; (ii) to characterize the non-traditional students who access HE; (iii) to identify the academic expectations and the anticipated difficulties of adaptation when accessing HE; (iv) to appreciate the impact of the variables gender, monthly income and satisfactory digital condition for adaptation to remote teaching; and (vi) to investigate the psychosocial factors that had the most impact on the satisfaction with the academic experience of students during the offer of Emergency Remote Education. The results pointed out that the historical social and economic inequality of these students was aggravated even more with the advent of the pandemic, imposing new challenges to the academic transition process and uncovering a new reality of exclusion: digital inequality. The results identified students dissatisfied with their own economic resources, since they did not have the digital infrastructure conditions necessary to follow the remote activities. This significantly impacted their emotional state, leading them to develop alarming levels of anxiety, stress, and psychological discomfort. However, despite all the difficulties, the students were motivated to continue their studies and convinced that only the investment in their academic formation could guarantee them the desired social and economic ascension. It is hoped that this thesis can help higher education institutions to better understand the psychosocial profile of non-traditional students, to identify their expectations and difficulties experienced in the process of academic transition and adaptation, and to make inferences about the effectiveness of the educational contexts and the institutional actions involved in this process. Thus, anticipating actions to mitigate learning inequalities in order to promote and provide equitable learning conditions to the diverse and heterogeneous universe of its student population.
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    Estudantes do ensino superior: variáveis pessoais e contextuais relacionadas ao insucesso acadêmico e evasão escolar
    (2022) Faria, Ana Amália Gomes de Barros Torres; Almeida, Leandro da Silva; Lima, Licínio Carlos Viana da Silva; Almeida, Leandro da Silva; Silva, José Maria de Castro; Monteiro, Sílvia Correia; Couñago, Maria Adelina Guisande
    Over the past few decades, research around adaptation and academic success in higher education has increased. A greater number and diversity of students enter this level of education, justifying greater concerns about their academic performance and consequent completion of training. Data collection took place longitudinally at the Instituto Federal de Alagoas-Ifal (Campus Maceió) and included three studies with different samples, between 317 and 420 students from different courses, distributed between degrees or bachelors. At first, even before the pandemic, we applied the questionnaires in person. Subsequently, with the Covid-19 pandemic and the transition of activities to Emergency Remote Teaching (ERE), all the research was done from contacts and the application of online questionnaires. The study considered the following steps: the first took place at the time of enrollment, between the 1st and 3rd week after admission, where students were invited to participate in the study and provide information regarding sociodemographic characteristics; your previous academic career; as well as expectations and anticipated difficulties related to the chosen course. The second stage took place between the 6th and 8th week of classes since the beginning of the course. In this phase, information related to the academic experiences of these students was collected; and inserted questions about the socio-emotional impact of the Covid-19 pandemic. In the third stage, at the end of the school year, the process of adapting students to their courses and their intention to drop out of the course was evaluated. The thesis compiles four articles, including an introduction, a theoretical reference chapter and methodological course and a conclusion. The articles that made up the thesis were: 1- “Academic Adaptation of 1st Year Students: Promoting Success and Permanence at the University”; 2- “Academic Expectations and Difficulties in Higher Education Entrants: Analysis in Function of Gender and Quota System”; 3- “Effects of Remote Learning on Higher Education students”; 4-"Difficulties in the academic adaptation of higher education students in times of a pandemic". The results point to the complexity of the convergence of personal and contextual variables in the process of academic success and school dropout. In this process, the need for public policies to gradually decrease the retention and dropout rates stands out, as well as the design of institutional strategies to support the career development of these students, mainly through integration activities and support services. specialized.