STUDENT ASSISTANCE POLICIES AND NON-TEACHING EDUCATORS AT THE FEDERAL INSTITUTES OF EDUCATION, SCIENCE AND TECHNOLOGY

Abstract

This article aims to analyze the Student Assistance Policies (Paes) and the professionals involved in their implementation at the Federal Institutes of Education, Science and Technology (IF) from an educational perspective. To this end the triangulation of a quantitative-qualitative approach was used to analyze the data obtained through documentary research. Information was obtained about the professionals and PAES of 31 institutes, in which the prediction of support services under a universal or exclusively selective perspective. There are 2,782 servers involved in Student Assistance (AE) to serve 473,897 students in the IF. There are a greater number, respectively, of student assistants, social workers, psychologists and pedagogues. 25 Paes that explicitly provided for universalist programs or actions were identified. However, for such policies to be effective, it is necessary that the number of professionals is sufficient to guarantee support services in a universal perspective. This aspect of action legitimizes, to Student Assistance professionals, their educating identity and needs to be incorporated by professionals in such a way that it is equally perceived by the academic community and effectively contributes to the development of the educational process.